| School organizational administrational climate is inner psychological environment and consciousness that is composed of manager's style of leadership, leadership style, as well as the interaction among the members which can be felt and affect behavior of faculty, it is a kind of overall characteristics of an organization that is formed by interaction among members of the organization. Teacher's job satisfaction is a kind of general, emotional feelings and views that how a teacher think of his work,occupation and working conditions and status. It influences teacher's enthusiasm's exertion, thereby, it influences the quality of education and teaching in schools. Researching the relationship between school organizational administrational climate and teacher's job satisfaction has important and practical significance for administrators of schools to diagnose the level of organizational management and enhance enthusiasm for work of teachers.This research is based on reference to previous researches of china and abroad, taking into account China's national conditions, it mainly uses "Secondary School Organizational Administrational Climate Scale" and "Teacher's Job Satisfaction Scale" to conduct a questionnaire survey for 350 teahcers at random from different types of secondary school in Hebei province who attended in a advanced studies in Hebei Normal University, and finally recovered 283 valid questionnaires. Then Researcher use descriptive statistics analysis, variance analysis, correlation analysis and regression analysis to investigate and find out the current situation of secondary school organizational administrational climate and teacher's job satisfaction, and discuss about the relationship between secondary school organizational administrational climate and teacher's job satisfaction. The results are as follows:(1) The basic situation of secondary school organizational administrational climate is good in the most surveyed teacher's schools. Especially systematicness of administration gets the highest scores followed by leader's authority, the state of sound system is in third position, but the level of leader's consideration is undesirable.(2) Secondary school teachers are quite satisfied with work on the whole, especially with the self-realization and the relationship with leaders and colleagues.however,the satisfaction of intensity of work and wage is low. (3) Different levels of Secondary school organizational administrational climate have different impact on teacher's job satisfaction,the better organizational administrational climate is,the higher teacher's ob atisfaction is. Leader's style and authority of scondary school organizational administrational climate has different impact for teachers on feeling interpersonal relationships; The institutionalization of the management of scondary school organizational administrational climate has different impact for teachers on both feelings of work and interpersonal relationships.In addition, leader's style and authority and the institutionalization of the management have interaction with teacher's feeling of work.(4) Among Secondary school organizational administrational climate and its various factors and teacher's job satisfaction and its various factors, apart from the correlation between consideration and intensity of work is not significant,the other factors is positive correlation.(5) Secondary school organizational administrational climate has a significant effect on the teacher's job satisfaction. Among them, systematicness of administration affects teacher's satisfaction with self-satisfaction and relationship between colleagues;the level of sound system affects the relationship between teachers and leaders; leader's authority affects teacher's satisfaction with intensity of work; democratic style of work can affect the teacher's satisfaction with wage; the level of leader's consideration can affect the teacher's satisfaction with the relationship between the teachers and leaders.Finally, according to the findings,the research puts forward the following proposals to improve teacher's job satisfaction; (1) Establishing the leader's authority to eliminate teacher's psychological stress; (2) Executing democratic management methods to improve teacher's satisfaction with wage; (3) Improving rules and regulations of school to create a harmonious relationship between leaders and teachers; (4) Strengthening organizational systematicness of administration to build interpersonal relationship. |
