On Principal S Leadership Behavior Perception And Job Satisfaction

Since ninety time metaphase principals to implement the responsibility system, the education reform in our country in a very important feature is the education administrative decentralization. The higher education policy is no longer passive implementation, turn into the school development leader, responsible for business school, development of school liability. The school is good with bad performance for the school efficiency, benefit and staff satisfaction, and impact on employee job satisfaction leadership behavior is one of the important factors. Transformational leadership theory, as a new theory of leadership, is very suitable for the current full of change and uncertainty of social and educational environment, therefore the transformational leadership theory as the research of principal’s leadership behavior theory, carry out the principal’s leadership behavior and Teachers Job Satisfaction An Empirical Study of the relationship between have a far-reaching significance.Based on the transformational leadership theory as the basis, mainly using literature method, questionnaire survey method, interview method, the current understanding of the Yanbian area junior high school principals’leadership behavior and the teachers job satisfaction status; based on the findings of a middle school principal leadership behaviors and teachers’job satisfaction relationship; put forward to optimize and improve the principals’leadership behavior and enhance teachers’job satisfaction rationalization suggestion.This paper draws the following conclusions:1.The Yanbian area junior high school teachers on the principal’s transformational leadership behavior perceived higher sensitivity, strong. On the factors of leadership behavior perception from high to low: charm, intelligence inspiration, create spirit, individual concern, exception management, contingent reward.2. Yanbian area middle school teachers job satisfaction is medium, each dimension from high to low as colleagues, leadership, job, salary and welfare, promotion, and there is a certain degree of occupation burnout.3. Based on demographic variables, teacher of the principals’ leadership behavior perception:(1) Male teachers’leadership behavior factors and two types of leadership experience were higher than those of female teachers, male, female teachers in individual care factors have significant differences;(2) different ethnic teachers in the leadership behavior factors and two types of leadership group had no significant difference;(3)30-39old teachers and40-49old teachers in addition to individual care outside of the leadership behavior and other factors and two types of leadership and significant difference,30-39old teachers feel strong;(4) the teachers of different working years in leadership behavior factors and two types of leadership group had no significant difference;(5) Master’s degree on Teachers’transformational leadership felt stronger; in addition to individual care factors, degree of teachers and teachers with specialist qualifications in leadership behavior factors and two types of leadership had significant difference, and undergraduate education teachers in these areas feel strong;(6) In the spirit of encouraging factors, teach a teacher and teach senior teacher showed significant differences; in addition to the spirit of encouraging factors, levels of professional teachers in leadership behavior and other factors and two types of significant differences in leadership, and teach a teacher in these areas feel strong;(7) Management staff of the leadership behavior factors and two types of leaders feel stronger, and the charm to create factors, intellectual inspiration factors, contingent reward factors and transformational leadership and general teachers had significant difference.4. Based on demographic variables, teachers’job satisfaction perception:(1) Male teachers’overall job satisfaction is slightly higher than that of female teachers, and the difference is significant. Among them, male teachers in the salary and welfare, promotion two aspects more satisfaction than female teachers, and teacher occupation burnout by small effect;(2) Chinese teachers overall job satisfaction than Korean teacher; among them, Chinese teachers in leadership and colleague relation two respects than ethnic Korean teachers’satisfaction, and the difference is significant; the occupation burnout, teachers of Han nationality and ethnic Korean teachers’differences, and Han teachers occupation burnout is less affected by;(3)20-29old teacher,30-3940-49, teachers and teachers in the salary welfare and promotion aspect difference is remarkable, and with the growth of age in the two aspects of satisfaction increased gradually;40-49old teachers occupation burnout by greater impact; over50teachers and40-49old teachers in the work itself, there are significant differences, and the40-49old teachers scored lower; with the teacher’s age, the overall job satisfaction showed "U " type change;(4) Work experience for more than16years work overall satisfaction, work experience for6-10years of teachers’job satisfaction minimum. In pay and benefits, working for6-10years and the work of more than16teachers had significant difference, and worked for6-10years teaching in the aspects of the lower satisfaction;(5)qualifications of teachers at work satisfaction and its dimensions, no significant differences were observed between occupation burnout;(6) In salary welfare, leadership and general satisfaction, teach a teacher and taught two grade teachers had significant difference, and in the level of teachers’higher satisfaction; in the promotion, three professional teachers had significant difference, and to teach in senior teachers’higher satisfaction.(7) the different position teachers in work satisfaction and its dimensions, no significant differences were observed between occupation burnout.5. In addition to colleagues in this dimension, the leadership behavior of six factors:the charm to create, spiritual encouragement, intellectual stimulation, individual concern, contingent reward, exception management, and all dimensions of job satisfaction and occupation burnout have significant positive correlation. Overall, transformational leadership and overall satisfaction with the related than transactional leadership and overall satisfaction, and significant correlation; individual consideration factors and contingent reward factors on Teachers’job satisfaction has positive prediction.