Effect of administrators and parents on academic success of schools

The aim of this research is to investigate the relationship between the management styles of Deceptors working in Social Sciences High Schools and teachers' job satisfaction. The sample of the research consists of 785 teachers working in Social Sciences High Schools of Turkey. As a data collection tool in the research, the Personal Information Form, the Management Styles Scale and the Minnesota Job Satisfaction Scale were used to determine the demographic variables of teachers working in Social Sciences High Schools. Descriptive Statistics, Mann Whitney U, Kruskal Wallis tests, Spearman Rank Differences Correlation coefficient were used in the analysis of the data. As a result, according to the opinions of teachers in Social Science High Schools, it has been found that school administrators have a more Supportive Management Style. In addition, it is observed that the management styles of school administrators do not change according to gender, educational status, professional seniority variables, while the duration of service and age variables in the school where teachers are located are effective factors. Another result of the research is that the job satisfaction of teachers working in Social Science High Schools is at a high level in general, while their internal satisfaction is higher compared to external satisfaction. It is observed that the job satisfaction of teachers is not affected by gender and educational status variables, while age, professional seniority, and length of service at the school where they are located are effective factors. When the results of the analysis are examined, it is seen that there is a positive relationship between management style and job satisfaction and management styles affect teachers' job satisfaction.