The relationship between school administrators' performing cultural leadership roles and job satisfaction according to the perception of teachers

Aim of this research is to determine level of administrators'cultural leadership and teachers'satisfaction. The realization levels cultural leadership and teachers' satisfaction have been investigated in terms of seniority, branch, school type, socio-economic situation of the schools, educational background, sex and age. In this study, survey research method has been used. The population of the study is comprised of of public and private high schools teachers working in Tokat center in 2017- 2018 academic year. In the first part of the scale personal demographic information is requested. In the second part of the scale, there is "Cultural Leadership Questionnaire" developed by Yıldırım (2001) and in the third part of the scale, there is "Minnesota Job Satisfaction Survey" develeoped by Weiss, Dawis, England and Lofquist and later translated into Turkish by Aslı Baycan in 1985. The data was analysed by descriptive statistics (arithmetic mean, Standard deviation, frequency, percentile) and inferential statistics (t-test, one-way variance analysis, Pearson correlation). Result of the research shows that teachers' cultural leadership perceptions are on the "agree" level. Realization level of teachers about administrators'cultural leadership was found not significantly different by sex, education level, job style and seniority while significantly different by school type and schools' socio-economic enviroment. According to these results, teachers working in private high schools found their administrators effective and adequate in terms of cultural leadership. Moreover, the upper the schools were situated in socio-economic enviroment, the more positive cultural leadership realization of teachers' had. According to teachers' perceptions, teachers' realization of job satisfaction was on the "satisfied" level. Furthermore, teachers' intrinsic job satisfaction level was calculated more than extrinsic job satisfaction and job satisfaction. Teachers' job satisfaction level was not significantly different by sex, education level and age while job type, seniority, school type and schools' socio-economic enviroment. Vocational teachers had more job satisfaction than branch teachers. While the highest instrinsic job level was experienced by teachers having the littlest seniority, the highest extrinsic job level was experienced by teachers having moderate seniority. Teachers working in private high schools had more job satisfaction than those working at state high schools. The upper the schools were situated in socio-economic enviroment, the more teachers had job satisfaction. There was a positive correlation between realization level of teachers about administrators'cultural leadership and job satisfaction. That is, the more school administrators showed cultural leadership behaviour, the more teachers had job satisfaction. Datas showed importance of improving administrators' cultural ledership roles. That's why, Ministry of National Education and Faculties of Education should give priority to organize training programmes for enchancing school administartors'cultural leadership roles.