The Relationship Between Educational Administration and Job Satisfaction Among Secondary School Teachers

Job satisfaction is a significant organization and education outcome because teachers' experiences at work can affect their motivation, commitment, effectiveness and desire to stay in their profession. Leadership practices, communication, decision making, recognition, professional support, and the management of school resources are important factors that contribute to these experiences as an educational administrator. This paper explores the relationship between educational administration and job satisfaction of secondary school teachers. A quantitative descriptive-correlational research design is recommended to determine teachers' perceptions of the administrative practices and their level of job satisfaction. For example, 200 secondary school teachers have been examined and the Pearson's product-moment correlation and the linear regression have been used to investigate the relationship between the variables. The results of the illustrative analysis showed that there was a significant, positive and statistical relationship between the variables of educational administration and job satisfaction for secondary school teachers (r = .62, p < .001). The regression analysis also reveals that educational administration has a significant influence on job satisfaction of secondary school teachers (β = .62, R² = .38, p < .001). The results indicate that job satisfaction is associated with teachers' perceptions of their administrators as being supportive, participative, communicative, fair and professionally responsive. Implications for educational administrators, teacher development, institutional policy and future research are discussed.