The effect of communication styles of managers working in primary and secondary schools on job satisfaction of teachers

In this study, it was aimed to state the effect of communication styles of primary and secondary school administrators on teachers ' job satisfaction. 306 primary and secondary school teachers in Kütahya city center compose the sample of the study. The data of the research was collected using the Demographic Data Sheet, Communication Styles Scale and Job Satisfaction Scale. Descriptive statistics were used to determine relationships between variables, the MannWhitney-u test for binary comparisons, The Kruskal Wallis for more than two groups, and the Spearman sequence correlation test to define the relationship. According to the findings acquired from this research, it was found that school administrators 'communication styles were high according to teacher perceptions, while there were no considerable differences in the communication styles of school administrators depending on the characteristics of teachers' age, marital status, school they graduated from, and year of service. It was observed that the highest level of satisfaction of teachers was in the size of the work itself, and the lowest level of satisfaction was in the size of relationships between individuals. No substantial differences were found in teachers ' job satisfaction levels depending on gender, age, marital status, School of graduation, year of service factors. A significant relationship was found between the job satisfaction levels of teachers and the communication styles of school administrators. In general, this relationship is at a low level, and in some lower dimensions it is at a medium level.