Effect of Female Principals Management Styles on Teachers Job satisfaction in Isfahan- Iran, Girls High Schools :: Education, Educational Systems, Nurturing

Nowadays, Education has changed and developed fundamentally due to cultural, social and political changes. Education is under intense scrutiny by public and private interests who question the systems ability to fulfill its goals of teaching basic skills, instilling values, preventing dropouts, and producing a productive workforce. Such an incredible responsibility requires high committed to fulfilling the high expectations .Nurturing and educating the new generation have assigned to educational systems. Today, educational administration means: leadership, directing, reform and change. Therefore, achievement to high level goal of education in each society, demand renovation and reorganization and new thinking in management of educational systems (Allahabad, 2004). Educational Administration either in supervision and monitoring of financial and official affairs, in education or others that involving directly with development and implementation of educational program , have responsibil ity and tasks in achievement of essential objectives of educational administration as named facilitating teaching-learning process. Schools must give more attention to teacher job satisfaction because it may promote efficiency and staff satisfaction. One of the important factors in improvement of psychological and spiritual energy for staff in the organization is promotion of job satisfaction in teachers. In fact, job satisfaction is a kind of emotional and affective coping with job and its conditions which it consists of two components: cognitive and behavioral. The cognitive aspect is indicator for staff believes about their job conditions and behavioral aspect means individuals trends to their job. Cognitive aspect has more validity than other behavioral aspects due to further relationship with individuals' attitudes. A successful education system is dependent upon a high quality teaching staff. In order to develop this high quality teaching staff, one must look at factors associated with teacher quality and retention. One of these factors is teacher job satisfaction. Job satisfaction can be defined as an ove rall feeling about ones job or career in terms of specifies, i.e. compensation, autonomy, coworkers; administration. Job satisfaction has been studied for many years. Happock (1935) was one of the first researchers to study job satisfaction. He found that workers were more satisfied with a supervisor who was understanding and helpful (as in cited, Bass, 1990). Frederick Herzberg (1959), psychologist and researcher studied job satisfaction because he believed higher satisfaction led to higher productivity, decreased absenteeism, and better working relations. He found that positive feeling about work, a sense of personal worth, and a sense of personal fulfillment were related to achievement and responsibility (Wetherell,2002).