The effect of school administrators' communication skills on classroom teachers' motivation and job satisfaction

This study has been administered to highlight the impacts of school administrators 'communication skills on classroom teachers' motivation and job satisfaction.Although type, name, purpose, program and operations of schools resemble each other with slight differences; the behaviors of school staff, their relationships and attitudes are different from each other. One of the most considerable subjects is the role that school administrators play while managing the school. Education and school management experts state that school administrators who successfully communicate are more effective in the school management. Communication can be described as the efforts made to ensure the sharing of concepts such as behaviors, ideas, information between individuals or groups. Motivation can be described as a stimulus for a particular purpose. A school administrator who desires to achieve success must primarily know how to lead employees to organizational goals, that is, to get them motivated. Job satisfaction is positive or negative feelings of the workers against the conditions creating the business environment. Advanced communication skills of school administrators will increase motivation and job satisfaction of teachers and contribute to education. Today, communication and education are inseparable which is because the only way to accomplish the education objectives is to communicate. With this study, it is aimed to draw attention to the impact of school administrators' effective communication skills on job satisfaction of teachers, who are constants of education; by emphasizing its effects on their motivation. Sub- problems of the research consist of 13 variables totally. It is formed by the data obtained from the information in the form of personal information. Sub- problems consist of following variables; age, gender, seniority, graduated educational institution, hours worked with school administrators, the service time at the school.The population of this research includes all the public schools belonging to the Directorate of National Education of Küçükçekmece, Istanbul, in 2013-2014 academic years. Sampling includes 200 classroom teachers working at 10 randomly selected schools in Küçükçekmece, Istanbul. Data collection tools are applied in 3 sections. There is "Personal Information" tool is in the first, questions about "Motivation Scale" are in the second, and "Minna Sota's Job Satisfaction Scale" questions are in the third sections. Based on the teachers' voluntariness in the sample group, the Motivation Scale and the Minna Sota's Job Satisfaction Scale were applied. After the data was collected, it was analyzed using SPSS. T-test, one-way analysis variance and Scheffe test were applied to determine differences according to two variables, three or more variables, and source of differences found in the analysis of variance respectively. According to the independent samples t-test, which is applied to determine whether the teachers' scores obtained from the job satisfaction test differ by gender, the difference between arithmetic means of the genders is found meaningful. (t=,174; p<,05). As a result of one- way analysis of variance (ANOVA), which is applied to determine whether sample group teachers' scores obtained from the motivation scale differs by perceived seniority variable, the difference between arithmetic means of the group is found meaningful. (F=9,197; p<, 05) As a result of one- way analysis of variance (ANOVA), which is applied to determine whether sample group teachers' scores obtained from the motivation scale differs by perceived age variable, the difference between arithmetic means of the group is found meaningful. (F=9,197; p<, 05).Also, As a result of Pearson analysis conducted to determine whether there is a correlation between sample group teachers' score obtained from job satisfaction scale and their motivation scale scores, the positive correlation found between the variables is meaningful. (r=, 53; p <, 05). Key Words: Communication, Motivation, Job Satisfaction