The Leading - administrative Style of School Headmasters and its Relationship with Professional Consent for Intermediate School Teachers in Baghdad

Prof. Salim Rashid Azima, Asst.

	The Leading - administrative Style of School Headmasters and its Relationship with Professional Consent for Intermediate School Teachers in Baghdad
JOURNAL OF SPORT SCIENCES
Article 1, Volume 7, Issue 22, 2015, Pages 37-53
Author
Asst. Prof. Salim Rashid Azima
Abstract
The prevailing leading - administrative styles play a respectable role in encouraging and motivating others to direct them to do all what they can. Therefore, the leader should have characteristics and features that help him go successfully in his job , promote his programs and keep on doing through being happy and satisfied with his job because professional satisfaction is considered one of the scientific fields which receives attention nowadays due to its importance in enhancing work and contributing to attaining the mapped out objectives. The aim of the study is finding out the relationship between the leading-administrative style of school headmaster and the professional satisfaction of school intermediate teachers in Baghdad from the teachers' point of view. The sample of the study consist of 225 teachers from the intermediate schools of Risafa directorate general of Education in Baghdad ( Risafa I , II and III ) for the academic year 2013-2014. The leadership styles scale and professional satisfaction scale have been used after processing the data statistically , and then, the data were analyzed to reach the following conclusions: 1. There is an abstract relationship between the dimensions of the professional satisfaction scale ( satisfaction on job achievement , on esteem , on the job itself , on job responsibilities , on professional progress and promotion , on professional development opportunities , on systems and work procedures , on supervision and its conventional styles , on work circumstances and its physical environment , on the payment , on the social status , on personal status , on work assurance , on relations with employers , employees , and colleagues , and on pupils and their parents' attitudes towards teaching / learning process ) and the administrative leadership style. 2. There is an abstract relationship between the dimensions of the professional satisfaction scale ( satisfaction on job achievement , on esteem , on the job itself , on job responsibilities , on professional progress and promotion , on professional development opportunities , on systems and work procedures , on supervision and its conventional styles , on work circumstances and its physical environment , on the payment , on the social status , on personal status , on work assurance , on relations with employers , employees , and colleagues , and on pupils and their parents' attitudes towards teaching / learning process ) and guidance and follow-up style of leadership styles scale. 3. There is an abstract relationship between the total score of the professional satisfaction scale and the total score of leadership styles score.

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