Primary scholl principal's emotional intelligence and the job satisfaction level of teachers

The aim of this research is firstly to determine the emotional intelligence of primary school principals; secondly the level of job satisfaction of teachers, and thirdly the relationship between the emotional intelligence of principals, and demographic properties and job satisfaction level of teachers. Hence, on the one hand, we propose new criteria in the education and appointment selection of principals and on the other hand, we put forward suggestions in motivation of primary school teachers. Exemplary of this dissertation research consists of 178 principals and 2050 primary school teachers working in the city of ?zmir and its nine boroughs such as Konak, Bornova, Gaziemir, Narlıdere, Balçova, Çiğli, Buca, Karsıyaka, Güzelbahçe in 2005-2006. The research had been done in public primary schools. The research had been applied by the permission of the Governor?s Office and the Ministry of Education to the primary schools having their principals working in those schools at least for a year. Paula E. Lester?s Teachers Job Satisfaction Questionnaire (TJSQ), which was developed upon Maslow and Herzberg (1968), was used in the measurement of primary school teachers? job satisfaction. Goleman?s (1995) Emotional Competence Inventory (ECI-2) was used in the measurement of emotional intelligence of principals. Demographic Properties Questionnaire, on the other hand, determined the demographic properties of primary school teachers. Data analysis got by the Inventory was done by SPSS 13 package programme. In the analysis along with descriptive statistics such as frequency, percentage, arithmetic mean, standard deviation; t-test, one way ANOVA, LSD, and F tests were used. In order to understand whether the relation is statistically important multiple regression analysis had been done to determine correlation and potential deviation. According to the findings, while principals evaluate themselves far above average, primary school teachers evaluate them above average. While principals see their capacity adequate with respect to service, optimism, self-confidence, and empathy, teachers, in the same manner, see their principals adequate with respect to these properties. Teachers, on the other hand, see their principals? emotional competencies above average with respect to organizational consciousness and crisis management. The most affective factor in the relationship between emotional intelligence of principals and job satisfaction of teachers is inspirational leadership. Primary school teachers get the highest job satisfaction at supervision sub dimension of inspirational leadership adequacy of principals. Primary school teachers find their principals? emotional intelligence (r = 0.57) above average at the level of inspirational leadership (ß = 0.32) and get mediocre job satisfaction (R2 = 0.37). Total emotional intelligence and job satisfaction multiple regression analyses show that job satisfaction result is R2 = 0.26 and ß= 0.51 amount of job satisfaction comes from emotional intelligence. Hence, primary school teachers get the highest job satisfaction at supervision sub dimension from emotional intelligence of principals. Teachers find their principals? emotional intelligence above average and get job satisfaction.