Examining the Effect of School Principals' Decision-Making Styles on Teachers' Job Satisfaction

Okul Müdürlerinin Karar Verme Stillerinin Öğretmenlerin İş Doyumuna Etkisinin İncelenmesi

Abstract

In this research, according to the opinions of the teachers; It was aimed to examine the effect of school principals' decision-making styles on teachers' job satisfaction. The researchers used the relational screening method. In addition, the level of job satisfaction and decision-making styles was above average. In this case, the decision-making styles and job satisfaction levels perceived by the participants are quite high. According to teachers' perceptions, decision-making styles and individual job performance perceptions differ between men and women; It was revealed that it did not change according to married and single people. Again, the difference between the job satisfaction scale and the arithmetic averages of the age groups was not found to be statistically significant. However, the difference between the decision-making styles scale and the arithmetic averages of the age groups was found to be statistically significant. Accordingly, it was concluded that the group between the ages of 31 and 40 perceived their perception of decision-making styles higher than the group aged 41 and over. Additionally, the difference between the job satisfaction scale and the arithmetic averages of the professional experience groups was not found statistically significant. However, the difference between the decision-making styles scale and the arithmetic averages of the professional experience groups was found to be statistically significant. Accordingly, it was concluded that the decision-making styles perception of the 6-10 years group was higher than the 1-5 years, 11-15 years and 16 years and above professional experience groups. Again, in line with the teachers' opinions, there was no difference in the decision-making styles scale according to their educational background. However, there was a statistical difference in job satisfaction perceptions. Accordingly, the job satisfaction perceptions of postgraduate teachers were higher than those of undergraduate teachers. Finally, there is no statistical relationship between the decision-making styles of the teachers within the scope of the research and their job satisfaction. In line with the teachers' opinions, school principals' perceptions of decision-making styles do not significantly predict their perceptions of job satisfaction. In other words, it appears that the change in perceptions of decision-making styles does not affect teachers' perceptions of job satisfaction.