Bureaucratization in primary schools and teachers' job satisfaction levels

Scanning model is used in this research. Bureaucratization level of the primary school teachers regarding to the perspectives of bureaucracy hierarchy of authority, rules-regulations, objectivity and procedural features in schools is investigated. Moreover, by detecting perceptions of teachers regarding to the job satisfaction level and school culture, it is determined whether these perceptions demonstrate some differences depending on gender and age of teachers, their total work experience period in teaching, their total work experience period in their current school and their branches. In the research, `The Bureaucratic Features of School Scale? developed by OZTURK and `Job Satisfaction Scale? developed by SAHIN are used as data collecting tools.In order to analyse the collected data, `T? statistical methodology providing capability of comparing the averages of independent groups is used. `Single Way Variation Analyse? is applied for testing the difference between 3 or more groups. In the result Variation Analyse, `Scheffe? test is applied to find out the root cause of the difference in the averages with the logical level of difference between each other.The universe of this research is comprised by the teachers working in the 407 primary schools located in the counties in the border of Izmir Metropolitan municipality in education year 2011-2012. In sampling of the research, there are 20 schools as selected %5 of the research universe. Research universe is comprised by 400 teachers which are selected as %50 of all. For some various reasons, 36 surveys are disqualified and research is completed with 364 surveys. Outcomes of the research are as follow; 1. Between the perceptions of teachers regarding to the Bureaucratization level in schools, no logical difference is detected as per age, total work experience period in teaching, total work experience period in the current school and branch. Logical difference is detected as per the gender parameter. 2. Between the perceptions of teachers regarding to the Bureaucratization level at the perspective of bureaucracy hierarchy of authority, no logical difference is detected as per age, gender, total work experience period in teaching, total work experience period in the current school and branch. 3. Between the perceptions of teachers regarding to the bureaucratization level at the perspective of rules-regulations of bureaucracy, no logical difference is detected as per age, total work experience period in teaching, total work experience period in the current school. Logical difference is detected as per gender and branch. 4. Between the perceptions of teachers regarding to the bureaucratization level at the perspective of objectivity of bureaucracy, no logical difference is detected as per age, total work experience period in teaching and branch. Logical difference is detected as per total work experience period in the current school and gender. 5. Between the perceptions of teachers regarding to the bureaucratization level at the perspective of procedural features of bureaucracy, no logical difference is detected as per age, total work experience period in teaching, total work experience period in the current school and branch. Logical difference is detected as per the gender parameter. 6. Positive and logical difference is detected between perspectives of bureaucracy; authority hierarchy, rules-regulations, objectivity and procedural features 7. Regarding to the level of the teachers? job satisfaction, no logical difference is detected as per age, gender, total work experience period in teaching, total work experience period in the current school and branch. 8. In case of comparison of relation between job satisfaction and bureaucratization in schools and subclasses of bureaucracy; authority hierarchy, rules-regulations, objectivity and procedural feature level of bureaucratization level, a) There is a strong and direct proportional relation over averages (,608) between job satisfaction and bureaucratization. b) There is a direct proportional relation (,342) between job satisfaction and authority hierarchy. c) There is an average and direct proportional relation (,496) between job satisfaction and rules-regulations perspective. d) There is a strong and direct proportional relation (,586) between job satisfaction and objectivity perspective. e) There is an average and direct proportional relation (,477) between job satisfaction and procedural features perspective.