The relationship between administrator communication skills perceived by elementary school teachers and teachers motivation and job satisfaction

The aim of this study is to reveal the relationship between primary school teachers perceived executive communication skills and teachers' motivation and job satisfaction.The target population of this research is 1201 primary school teachers working in the center of Sivas. The sample consists of 400 primary school teachers selected by group sampling method. In order to evaluate the relationship between the teachers' perceived executive communication skills and the motivation of teachers and job satisfaction, In order to obtain information about the demographic characteristics of the teachers, iler Teachers' Opinions on Communication Skills of School Principals özellik scale which was developed by Şimşek (2003) was used. Teacher Motivation Scale developed by Sultan Polat (2010) was used to investigate the motivation levels of teachers. The job satisfaction of the teachers was measured in 1967 by Dawis, Weiss, England, and Lofquist, and the Minessota Job Satisfaction Scale adapted to Turkish by Baycan (1985) was used. For the analysis of the data, arithmetic mean and standard deviation tests were used in order to find the most and least attended items of teachers. To determine whether teachers 'opinions on communication skills of school principals, teachers' motivation and job satisfaction differ according to gender, t test is used to determine whether differentiated according to marital status. ANOVA test was used to determine whether or not they differed by age. Pearson correlation analysis was used to determine the relationship between school administrators 'communication skills and teachers' motivation and job satisfaction. As a result of the research, it was found that the teachers have the most "constructive feelings s in their opinions on the communication skills of the principals and duy takes into account the socio-cultural situation of the other person. In the views of teacher motivation, it is found that My job is a worthy job m and the least in free provision of food, tea and coffee, transportation facilities such as food, coffee and tea is found to be efficient. In the views of job satisfaction, it was found that the item that teachers most attended to "gave opportunity to direct students very and the least attended item was in in terms of the possibility of promotion. There was no significant difference in the perceived executive communication skills, motivation and job satisfaction, gender and marital status of teachers. Teachers' perceived managerial communication skills differed significantly according to school service time variable. It has been found that teachers who have uştur 1-5 years uştur service duration in school are more positive than the teachers who have er 6-10 years er from the communication skills of their managers. The teachers' perceived executive communication skills differed significantly according to the teaching seniority variable. Teachers with a seniority of 1-5 years teacher were found to have higher levels of perceived executive communication skills, motivation and job satisfaction. Teachers' perceived executive communication skills differed significantly according to educational status. It was found that teachers who have. Associate degree education degree in education are more positive than the teachers who have "undergraduate iler and inin master" degree from communication skills. A significant, positive and moderate relationship was found between the communication skills of school administrators and teachers' motivation and job satisfaction. A significant, positive and high level relationship was found between the motivations of teachers and their job satisfaction.