Nội dung

Tạp chí Kinh tế và Quản trị Kinh doanh Journal of Economics and Business Administration Chỉ số ISSN: 2525 – 2569 Số 09, tháng 3 năm 2019 MỤC LỤC Chuyên mục: THÔNG TIN & TRAO ĐỔI Nguyễn Mạnh Chủng - Quan điểm của Đảng về phát triển kinh tế biển trong thời kỳ đổi mới ............... 2 Trịnh Hữu Hùng, Dƣơng Thanh Tình - Chi sự nghiệp môi trường tại tỉnh Bắc Ninh ........................... 8 Chuyên mục: KINH TẾ & QUẢN LÝ Bùi Thị Tuyết Nhung, Nông Thị Minh Ngọc - Các yếu tố ảnh hưởng đến sự hài lòng của người dân đối với dịch vụ hành chính công cấp huyện - Mô hình nghiên cứu cụ thể tại huyện Tam Nông, tỉnh Phú Thọ ....... 15 Nguyễn Thị Gấm, Tạ Thị Thanh Huyền, Lƣơng Thị A Lúa, Lê Thu Hà - Vai trò của phụ nữ dân tộc Tày ở huyện Na Rì, tỉnh Bắc Kạn trong các quyết định của hộ.................................................................20 Nguyễn Bích Hồng, Phạm Thị Hồng - Hiệu quả kinh tế của sản xuất hồng không hạt theo tiêu chuẩn VietGap tại huyện Ba Bể, tỉnh Bắc Kạn ................................................................................................... 26 Phạm Thị Mai Hƣơng, Nguyễn Thành Vũ - Ảnh hưởng của đặc điểm hộ đến chuyển dịch lao động nông thôn: Nghiên cứu điển hình tại huyện Đại Từ, tỉnh Thái Nguyên ................................................... 35 Nguyễn Ngọc Hoa, Lê Thị Thu Huyền - Ảnh hưởng của đầu tư trực tiếp nước ngoài tới bất bình đẳng thu nhập Nông thôn - Thành thị tại Việt Nam .......................................................................................... 42 Chuyên mục: QUẢN TRỊ KINH DOANH & MARKETING Đoàn Mạnh Hồng, Phạm Thị Ngà - Nghiên cứu sự hài lòng của sinh viên Đại học Thái Nguyên về dịch vụ h tr ............................................................................................................................................ 48 Đàm Thanh Thủy, Mai Thanh Giang - Thực trạng lao động tại các doanh nghiệp FDI trên địa bàn tỉnh Thái Nguyên ............................................................................................................................................. 54 Mohammad Heydari, Zheng Yuxi, Kin Keung Lai, Zhou Xiaohu - Đánh giá những nhân tố ảnh hưởng đến mối quan hệ giữa phong cách lãnh đạo và sự hài lòng trong công việc dựa trên phân tích nhân tố…………………………………………………………………………………………………............62 Chuyên mục: TÀI CHÍNH - NGÂN HÀNG Nguyễn Thị Kim Nhung, Nguyễn Thanh Minh, Hoàng Văn Dƣ - Phát triển dịch vụ ngân hàng hiện đại tại Ngân hàng Thương mại Cổ phần Đầu tư và Phát triển Việt Nam - Chi nhánh Thái Nguyên ........ 81 Chu Thị Kim Ngân, Nguyễn Thị Ngọc Uyên - Phát triển dịch vụ ngân hàng điện tử tại các chi nhánh Ngân hàng Thương mại Cổ phần Đầu tư và Phát triển Việt Nam, tỉnh Bắc Ninh .................................... 88 Bùi Thị Ngân, Nguyễn Thị Linh Trang - Ứng dụng lý thuyết M&M trong quyết định cơ cấu vốn tại Công ty Cổ phần Than Vàng Danh - Vinacomin ..................................................................................... 95 Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) Đ NH GI NHỮNG NHÂN TỐ ẢNH HƢỞNG ĐẾN MỐI QUAN HỆ GIỮA PHONG CÁCH LÃNH ĐẠO VÀ SỰ HÀI LÒNG TRONG CÔNG VIỆC DỰA TRÊN PHÂN TÍCH NHÂN TỐ Mohammad Heydari1, Zheng Yuxi2, Kin Keung Lai3, Zhou Xiaohu4 Tóm tắt Có rất nhiều nghiên cứu tập trung vào phong cách lãnh đạo và mối quan hệ của nó với sự hài lòng trong công việc, nhưng không có nhiều bài nghiên cứu về mối quan hệ giữa lãnh đạo theo cách tiếp cận của Likert lãnh đạo theo cách tiếp cận của Likert là gì?) và sự hài lòng trong công việc. Nghiên cứu này nhằm mục đích điều tra mối quan hệ giữa phong cách lãnh đạo và sự hài lòng trong công việc với mẫu nghiên cứu là nhân viên ở trường trung học Shahed ở tỉnh Tehran, Iran. Nghiên cứu thực hiện phương pháp phân tích định lượng. Kết quả nghiên cứu cho thấy cách quản trị tham vấn; cách quản trị tham gia theo nhóm; hiệu trưởng và phong cách lãnh đạo của nhà trường có mối quan hệ tích cực với sự hài lòng trong công việc, trong khi phong cách lãnh đạo kiểu quyết đoán áp chế hay kiểu quyết đoán nhân từ đều không có bất kỳ mối quan hệ nào với sự hài lòng trong công việc. Không có mối quan hệ đáng kể nào được tìm thấy giữa các đặc điểm nhân khẩu học và sự hài lòng trong công việc của giáo viên, tuy nhiên, trình độ học vấn có liên quan đáng kể đến sự hài lòng trong công việc. Khuyến nghị cho nhân viên và cho việc phân bổ nguồn lực cũng được đưa ra. Do đó, việc đo lường và phân tích phong cách lãnh đạo của tổ chức cùng với đặc điểm cá nhân và nhân khẩu học của nhân viên có thể mang đến kết luận có giá trị, từ đó thúc đẩy sự hài lòng trong công việc. Từ khóa: Sự hài lòng trong công việc, phong cách lãnh đạo, lý thuyết Likert, quản lý hiệu quả, hiệu suất làm việc. EVALUATION OF THE INFLUENCING FACTORS ON RELATIONSHIP BETWEEN LEADERSHIP STYLE AND JOB SATISFACTION BASED ON FACTOR ANALYSIS Abstract There are a lot of research focused on leadership style and its relationship with job satisfaction, but not too many on the relationship between Likert leadership (what is Likert leadership?) and job satisfaction to solve this problem, the current study aims to investigate the relationship between leadership style and job satisfaction with an academic staff sample from Shahed high school in Tehran province, Iran. In this study, quantitative research was conducted. Research finding shows that the consultative system; participative system; school principal and leadership style has a positive relationship with job satisfaction, while exploitative authoritative and benevolent authoritative don’t have any relationship with job satisfaction. No significant relationship was found between demographic characteristics and teachers' job satisfaction however, academic qualifications were significantly associated to job satisfaction. Recommendations for staffing and resource allocation are given. It can be supported, therefore, that measuring and analyzing an institution’s leadership style in combination with its employees’ demographic and individual characteristics may lead to valuable conclusions, so that job satisfaction is promoted. Keywords: Job satisfaction, leadership style, Likert theory, effectiveness management, performance. JEL classification: J54; M12 how job satisfaction is influenced by teachers in 1. Introduction the target population appreciation of teachers‟ Research from outside the management and leadership in general and specific leadership organizational behavior fields shows that the style. Competition among organizations and leadership style of managers influences companies has increased, annual profit has employees‟ job satisfaction [1]. Whether this decreased and the overall function of worldwide finding also applies to the organizational business is being under threat. As a result, the behavior training setting remains unclear. It is focus of companies all over the world has turned important to unravel the relations between to human resources management and customer leadership and job satisfaction [6], because job satisfaction. As Emery and Barker (2007) satisfaction may help to counteract the stress a explain, a major determinant of customer lot of resident‟s experience [2]. We investigated 62 Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) satisfaction within service industry is the attitude of customer contact personnel [3]. In addition, they mention a citation by John Smith, former CEO of Marriott Corporation: “You can‟t have happy customers served by unhappy employees” ([4] in Emery & Barker, 2007). Furthermore, they cite a phrase by Heskett ([5] in Emery & Barker, 2007), according to which “Great employee satisfaction begets high employee motivation begets high level of service quality compared with the highest organizational commitment and lowest employee turnover consistently report the highest levels of customer satisfaction”. Therefore, organization-related phenomena like employee‟s job satisfaction job commitment and turnover intention have been studied by numerous academics and researchers. Moreover, studies have shown that in organizations which are flexible and adopt a participative management type, with emphasis in communication and employees‟ reward, the latter are more likely to be satisfied, resulting in the organization‟s success [7]. In Job satisfaction has been defined as “a pleasurable emotional state resulting from the appraisal of one‟s job…” [8]. This pleasurable emotional state can be related to several aspects of a job, which means that job satisfaction can be considered a multifaceted concept [9]. For physicians specifically, several factors have been identified that influence their job satisfaction [12], [13]. Examples are opportunities for personal development, professional accomplishments, control over work planning and content, their relationship with colleagues, management and other organizational behavior staff, income, work-life balance and appreciation from patients [10]. (See [14], [15], [16]). Such uncertainty and role ambiguity may cause a decrease in job satisfaction Schaufeli WB. (2009) The theory of Hersey and Blanchard (See [17], [18]), which was developed for work settings, emphasizes task-oriented leadership style to decrease ambiguity and insecurity. However previous studies have examined the impact of leadership styles on employee job satisfaction in various settings such as healthcare, military, education and business organizations [19], [20]. These studies generally indicate the impact of leadership style on job satisfaction in the context of their countries. In view of this gap, there is need to establish study about the impact of leadership style on the job satisfaction in the context of Iran, special about Shahed schools. The purpose of the present study is to analyze the relation between organizations‟ leadership styles and employees‟ level of job satisfaction in correlation with multiple factors, like demographic characteristics. 2. Literature Review 2.1. Leadership Styles Leadership behavior of managers plays a critical role in employees „job satisfaction and commitment (See [21], [22]). Leadership as a management function is mostly related to human resources and social interaction. It is the process of influencing a group of people towards achieving organizational goals [23]. Leadership is the ability of a manager to influence, motivate, and enable employees to contribute to organizational success [24]. Managers can utilize various leadership styles to lead and direct their employees including autocratic, bureaucratic, laissez-faire, charismatic, democratic, participative, transactional, and transformational leadership styles. There is no universal leadership style Different leadership styles are needed for different situations. An effective leader must know when to exhibit a particular approach. The Rensis Likert management system [25] puts forward four categories of leadership styles: Exploitative authoritative (I). This type of leadership is exemplified by the leader who has little confidence in their subordinates and therefore makes all the decisions for the group. In this case, the team is driven by fears and pressure. Benevolent authoritative (II). In this type of leadership, the confidence in subordinates is low. Leaders make decisions without the team and use some kind of reward to stimulate their followers. Consultative system (III). a leader has a higher level of confidence in their followers and, therefore, asks for their help when deciding. Participative system (IV). This type of leadership shows a high grade of confidence in their followers and motivation is based on achievement. The whole organization is responsible for success or failure. 63 Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) 2.2. Job Satisfaction Job satisfaction defined by Wicker (2011) is a sense of pride and inner fulfillment achieved when doing a particular job [26]. Hoppock (1935) in his book presented the idea of job satisfaction as a theoretical construct as being any number of mental, physiological, and environmental situations which prompts to a person to express fulfillment with their occupation [27]. It is a positive psychological state that emerges when individuals evaluate their work and work experience. According to Spector, (1997) job fulfillment is what individual feel about their job either they like or dislike their job, liking shows the satisfaction or disliking shows the dissatisfaction of employees. Literature reveals that job satisfaction is affected by various factors [28]. Spector (1997) develop "job satisfaction measuring scale" to evaluate the level of satisfaction of employees regarding their job which covers various factors like pay, benefits, supervision; promotion, nature of work, and coworkers. If employees get the salary, benefits, promotion, nature of work, supervision and coworkers they want they will possibly be more satisfied and will also like to stay with the organization [28], [29], [30]. 2.3. The relationship between Leadership and Job Satisfaction In the frame of organizational culture, employees‟ feeling of job satisfaction has been widely studied in parallel with leadership. Early in the 20th century, the Hawthorne experiments conducted between 1924 and 1932 revealed that employees‟ performance is linked to their attitudes, while their behavior is not explained by economic rewards [31]. Therefore, the human relations movement arose, indicating that valuing employees‟ job satisfaction is a key component of leadership [32]. In the study of the latter, the emphasis of servant leadership on building community (a relational emphasis) and clarifying goals (a task emphasis) was found to be likely to encourage more breadth in defining job performance and, therefore, should increase the measure of job satisfaction across the organization. Studies have shown that in organizations which are flexible and adapt the participative management type, with an emphasis in 64 communication and employees‟ reward, the latter is more likely to be satisfied, resulting in the organization‟s success [33]. According to Schein (1992), there is an interactive relationship between the leader and the organizational culture [34]. The leader creates an organization which reflects specific values and beliefs, a fact that leads to the creation of a specific culture. However, a culture is usually dynamic rather than static. As it evolves, therefore, it affects the actions and tactics of the leader. Hence, it could be said that, although the leader creates the culture primarily, he/ she is the one who evolves through this process, and so are the leadership tactics he/ she applies. In a historical overview of the concept of job satisfaction, Holland (1989) suggested that satisfaction with one‟s particular job is a byproduct of meeting different motivational needs within the employee [35]. Holdank, Harsh, and Bushardt (1993) labeled leadership behavior as one of the two styles found in the Ohio State studies, either consideration (relational) or initiating structure (task) [36]. Then, they compared leadership style with job satisfaction and found two correlations: a positive relationship between consideration behavior and satisfaction and an inverse relationship between initiating structure and job satisfaction. The study of Pool (1997) confirmed those results, adding worker motivation as the most powerful predictor of job satisfaction [37]. From above discussion, the following hypotheses were proposed: H1: There is a significant relationship between Likert leadership style and job satisfaction. H2: There is a significant relationship between exploitative authoritative (I) and job satisfaction. H3: There is a significant relationship between benevolent authoritative (II) and job satisfaction. H4: There is a significant relationship between the consultative system (III) and job satisfaction. H5: There is a significant relationship between the participative system (IV) and job satisfaction. Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) Likert Theory Exploitative Authoritative Benevolent Authoritative Job Satisfaction Consultative System Participative System Fig 1. Hypothesized Model of the research 3. Research Method 3.1. Procedures to conduct this research To describe the characteristics of underlying research phenomenon, descriptive research design was used, and a quantitative research technique was used in which survey was conducted through distribution of the questionnaire. To determine the research studies to include in the analysis, the Science-Direct, Proquest and Ebsco academic databases were used to conduct a literature review. For this process, the terms leadership and job satisfaction included in the titles of the studies were used to screen the research studies. The end date for the research studies included in the research was identified as March 2018. Doctoral dissertations and peerreviewed journals were included in the study. 3.2. Sample In this study, the sample size in this study using the "Morgan _ Takman" of the 201 teachers working in 11 schools, 133 were determined Shahed high schools‟ teacher‟s and academic staff in Tehran province, Iran because the population is made up only of women as a result of all the participants were selected from a gender and to select a sample group of 133 persons and the random sampling method is used according to population size and random process that lead to the fact that the sample group represents the community to have more confidence [38]. According to statistics provided in the academic year, 2016-2017 target population included 201 teachers and divided into 5 parts as follows. Table 1: Sample population in each area of Tehran The sample size for each The total number of teachers in Areas region the area 34 45 3 ,1 35 47 9:,97,96 59 84 94,93,5 : 96 91 3: 54 7,3 944 319 Educational regions North South East West Center Sum Source: Delware, A. (1992). [55] 65 Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) After determining the number of teachers in each region based in the schools in each region, each district school teacher was selected randomly distributed among them. In this study, to investigate the relationship between leadership style and job satisfaction of the Pearson correlation coefficient was used as the secretary of the score in the questionnaires both the shell and leadership style and job satisfaction is that we want to compare them. Delaware explains it says: Correlation method is used when the variables are continuous. Such tests of mental development and achievement test that is, each person will have two scores in the two tests [55]. 3.3. Measurement To achieve the study objectives, we invoked the 20-item short form of the Minnesota Satisfaction Questionnaire (MSQ) to measure and validate employee‟s job satisfaction at Shahed high school in Tehran province, Iran. The MSQ short form consists of 20 items and uses 5-points Likert scale response format [39], [40]. The MSQ was supplemented with the biographical questions used to measure the biographical variables included in the study. The MSQ short form questionnaire has been used because it has the advantage of measuring two distinct components Intrinsic and extrinsic job satisfaction [41], [42]. Intrinsic job satisfaction refers to how people feel about the nature of the job tasks themselves, whereas extrinsic job satisfaction refers to how people feel about the task outside the work itself [43], [44]. Leadership style questionnaire containing 27 questions, each question has organized independent, and five options (very high, high, to some extent, low and very low) and each style has its own questions. As you can see that in the appendix (A.2) 3.4. Data collection In this study, a questionnaire was used for data collection and reliability of the questionnaire through Cronbach's alpha was calculated and used questionnaires include "leadership style questionnaire with reliability 0.8203", "Minnesota questionnaire that has high reliability and validity was used." (See the questionnaire related to leadership style in the appendix (A.1, A.2). 3.5. Data Purification The statistical analysis was carried out with the SPSS program. In the first step, means and standard deviations, skewness and kurtosis were determined to describe the data. The reliability and 66 construct equivalence of the MSQ were determined by means of Cronbach‟s alpha coefficients as well as exploratory factor analysis. Exploratory factor analysis with a Procrustean target rotation was used to determine the construct equivalence of the MSQ for the different culture groups [45]. According to Van de Vijver and Leung (1997), the comparison between the similarities of the factor structure of two cultural groups could be underestimated due to the arbitrary spatial allocation of factors during factor analysis. Rather, it is suggested that target rotation be conducted prior to comparing the factor solutions of cultural groups by rotating the factor loading matrices with regards to each other in order to organize the agreement between the factors. During this process, one group is arbitrarily assigned the target group and the factor loadings of the other group rotated towards the target group to form a common factor including matrix. Factorial agreement between the two groups is then estimated with Tucker‟s coefficient of agreement (Tucker‟s phi). Values higher than 0.95 are deemed to be evident of factorial equivalence across different cultural groups (Van de Vijver & Leung, 1997), whereas values lower than 0.90 (Van de Vijver & Poortinga, 1994) indicate that the factor structure is not invariant [46]. Multivariate analysis of variance (MANOVA) was used to determine the significance of difference between job satisfaction (extrinsic and intrinsic) of demographic groups. MANOVA tests whether mean differences among groups on a combination of dependent variables are likely to have occurred by chance [47]. In MANOVA, a new dependent that maximizes group differences is created from the set of dependent variables. One-way analysis of variance is then performed on the newly created dependent variable. Wilk‟s Lambda was used to test the significance of the effects. Wilk‟s Lambda is a likelihood ratio statistic of the data under the assumption of equal population mean vectors for all groups against the likelihood under the assumption that the population mean vectors are identical to those of the sample mean vectors for the different groups. When an effect was significant in MANOVA, ANOVA was used to discover which dependent variables were affected. Because multiple ANOVAS were used, a Bonferroni type adjustment was made for inflated Type 1 error. Tukey tests were done to Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) indicate which groups differed significantly when ANOVAS were done. Effect sizes [48], [49]; were used in addition to statistical significance to determine the significance of relationships. Effect sizes indicate whether obtained results are important (while statistical significance may often show results which are of little practical relevance). The following formula was used to determine the practical significance of differences (d) when ANOVA was used [49]: (1) d  Mean A  Mean B / Root MSE where Mean A  Mean of the first group Mean B  Mean of the sec ond group Root MSE  Root Mean Square Error A cut-off point of 0.50 (medium effect) (Cohen, 1988) was set for the practical significance of differences between means [48]. A simple principal component analysis was conducted on the 20 items of the MSQ on the total sample of Shahed high schools‟ teacher‟s. Analysis of eigenvalues (larger than 1) and the scree plot indicated that two factors could be extracted. Next, a principal factor analysis with direct oblimin rotation was used in carrying out factor analyses per race group. The pattern matrices for men‟s and women are reported in Table 2. The pattern matrices of the two-factor solutions for men‟s and women were used as input for an exploratory factor analysis with target rotations. The two-factor structure was compared across groups by rotating one solution to the other. After target rotation, the following Tucker‟s phi coefficients were obtained: a) Factor 1 = 0.91; Factor 2 = 0.86. Although the Tucker‟s phi coefficient for Factor 1 compared well with the guideline of 0.90, it is clear that Factor 2 showed an unacceptable low equivalence for the two race groups. Table 2: Pattern matrix of the MSQ Item MSQ 1 MSQ 2 MSQ 3 MSQ 4 MSQ 5 MSQ 6 MSQ 7 MSQ 8 MSQ 9 MSQ 10 MSQ 11 MSQ 12 MSQ 13 MSQ 14 MSQ 15 MSQ 16 MSQ 17 MSQ 18 MSQ 19 MSQ 20 Women Factor 1 Factor 2 (Extrinsic) (Intrinsic) -0.02 0.50 -0.27 0.71 0.04 0.81 0.065 0.56 0.68 0.01 0.58 0.00 0.09 0.32 0.33 0.47 0.20 0.52 0.17 0.61 0.21 0.68 0.66 0.20 0.68 -0.15 0.67 0.08 0.73 0.09 0.73 0.08 0.75 0.00 0.59 -0.07 0.65 0.03 0.49 0.32 Item MSQ 1 MSQ 2 MSQ 3 MSQ 4 MSQ 5 MSQ 6 MSQ 7 MSQ 8 MSQ 9 MSQ 10 MSQ 11 MSQ 12 MSQ 13 MSQ 14 MSQ 15 MSQ 16 MSQ 17 MSQ 18 MSQ 19 MSQ 20 Men Factor 1 Factor 2 (Extrinsic) (Intrinsic) 0.01 0.70 0.24 0.86 0.11 0.76 -0.15 0.59 0.67 0.25 0.55 0.36 -0.04 0.45 0.44 -0.11 -0.14 0.54 -0.23 0.47 -0.38 0.48 -0.60 0.23 0.65 0.10 0.59 0.13 -0.12 0.72 -0.02 0.76 0.47 -0.88 -0.24 -0.72 0.14 -0.69 0.43 -0.44 Source: Hoy, Wayne. Miskel, Sisley (1992) [54] 67 Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) Table 3: Pattern matrix for the adapted MSQ Item MSQ 1 MSQ 2 MSQ 3 MSQ 4 MSQ 5 MSQ 6 MSQ 7 MSQ 8 MSQ 9 MSQ 10 MSQ 11 MSQ 12 MSQ 13 MSQ 14 MSQ 17 MSQ 18 MSQ 19 Women Factor 1 Factor 2 (Extrinsic) (Intrinsic) 0.00 0.48 -0.29 0.70 -0.06 0.82 0.04 0.57 0.70 0.02 0.61 0.00 0.13 0.30 0.36 0.46 0.18 0.54 0.12 0.64 0.19 0.69 0.65 0.23 0.69 -0.14 0.65 0.11 0.75 0.03 0.60 -0.05 0.64 0.05 Item MSQ 1 MSQ 2 MSQ 3 MSQ 4 MSQ 5 MSQ 6 MSQ 7 MSQ 8 MSQ 9 MSQ 10 MSQ 11 MSQ 12 MSQ 13 MSQ 14 MSQ 17 MSQ 18 MSQ 19 Men Factor 1 Factor 2 (Extrinsic) (Intrinsic) 0.29 0.62 0.46 0.56 0.36 0.59 0.19 0.67 0.79 -0.23 0.79 -0.09 0.33 0.47 0.28 0.51 0.13 0.60 -0.00 0.61 -0.08 0.74 0.71 -0.25 0.64 -0.31 0.60 -0.32 0.75 0.03 0.38 -0.54 0.70 -0.32 Source: Hoy, Wayne. Miskel, Sisley (1992) [54] Table 4: Descriptive statistics and alpha coefficients of the MSQ Item Mean SD Skewness Kurtosis Extrinsic job 26.54 7.28 -0.30 -0.53 satisfaction Intrinsic job satisfaction 43.35 8.81 -0.45 -0.22 Total job satisfaction 53.78 10.81 -0.37 -0.11 a 0.82 0.79 0.86 Source: Authors The specific items that were problematic included item 15, reading, „the freedom to use my own judgement‟, and item 16, reading „the chance to try my own methods of doing the job‟. It was decided to remove these two items, because they load differently for the two races. Item 20, reading, „the feeling of accomplishment I get from the job‟, is according to Hirschfeld (2000) an intrinsic item, and in this study, it loads on the extrinsic subscale and it was therefore removed [50]. The pattern matrices of the revised twofactor solutions for men‟s and women were again used as input for an exploratory factor analysis with target rotations (see Table 3). The following Tucker‟s phi coefficients were obtained: a) Factor 1 = 0.95; Factor 2 = 0.95. These coefficients compare favorably with the guideline of 0.90. This finding provides support for all Hypothesis that the MSQ is a construct equivalent measuring instrument for 68 the different leadership styles in Shahed high schools‟ teacher‟s. The descriptive statistics, alpha coefficients, skewness and kurtosis of the two factors of the MSQ are given in Table 4. The information in Table 4 indicates that the scores on the subscales of the MSQ are normally distributed. The MSQ and the two subscales (extrinsic and intrinsic) job satisfaction presented with adequate levels of internal consistency, falling well above the 0.70 level as suggested by Nunnally and Bernstein (1994) [51]. This provides support for (H1, H4, H5) Hypothesis that the MSQ has a two-factor structure with acceptable levels of internal consistency for each of its subscales and we confirmed these three Hypothesis. Referring to the table 4 there is a significant relationship between the leadership style and the manager of the school with the job satisfaction of teachers and teachers agree on a meaningful and positive relationship between their job satisfaction and consultative system (III) leadership style. Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) According to the table 4, it can be said that there factor structure. This finding supports findings of is a positive and positive relationship between previous studies across various samples [51], participative system (IV) leadership style and job [52]. Based on conceptual grounds, three items satisfaction of teachers. were removed, namely items 15, 16, and 20. Item T-tests were used to determine differences 15 measures a person‟s satisfaction with his or between the leadership style and job satisfaction her freedom to use his or her own judgement. and the results are reported in Table 5. There Item 16 measures a person‟s satisfaction with his were no statistical differences between the levels or her chance to try his or her own methods of of job satisfaction of males and females. (H2, doing the job. These two items might represent a H3) Hypothesis are therefore rejected. As different factor indicating satisfaction with indicated in Table 5 there is practically opportunities to act autonomously. This results in significant differences of medium effect in terms a 17-item scale, eight items measuring extrinsic of considering leadership style in the experience job satisfaction and nine items measuring of job satisfaction. there is not a significant intrinsic job satisfaction. The validation of these relationship between exploitative authoritative (I) subscales is needed in further studies. The results leadership style and job satisfaction of teachers of this study confirm the construct equivalence in the statistical population. Also, there is no of the MSQ for different leadership styles in significant relationship between benevolent Shahed high schools‟ teacher‟s. This means that authoritative (II) leadership style and job the mean scores of these groups could be satisfaction of teachers. compared in analyses. The results obtained using exploratory factor analyses supported a two-dimensional Table 5: Differences between job satisfaction and leadership style Women Men t p d Item Mean SD Mean SD Exploitative Authoritative (I) Leadership Style Intrinsic Job 9.20 33.16 9.20 35.67 -2.40 0.016 0.27 Satisfaction Extrinsic Job 35.20 7.66 40.27 6.39 -6.06 0.000 0.66 Satisfaction Benevolent Authoritative (II) Leadership Style Intrinsic Job 35.99 8.89 36.61 8.65 0.46 0.64 0.24 Satisfaction Extrinsic Job 35.47 7.75 35.47 7.80 -0.63 0.52 0.26 Satisfaction Source: Authors In general, this research shows that there is no relationship between the Exploitative Authoritative (I) and Benevolent Authoritative (II) Leadership Styles with job satisfaction, there is no relationship and about consultative system (III) and participative system (IV) leadership styles and job satisfaction, there is a direct, positive significant relationship. this means that the quality of leadership in the different processes of an organization such as decision making, communication, group interaction, creating a suitable environment for work, meeting individual needs and achieving organizational goals has a significant effect and these are the most important factors. Therefore, this should count as one of the components of job satisfaction. Regarding the correlation between leadership style and job satisfaction results over the past, such as the Research University of Michigan, Hoy and Myskel is supported by research [54]. This research was delimited to teacher‟s and academic staff and their leaders in Tehran province, Iran. The academic staff here included the instructors and technical assistance because they are under the core process which is the academic branch of the college. This study included only the Shahed high schools‟ teacher‟s and academic staff and leaders who were at work. Those staff members who were at different schools for further education were not included in the study. The leaders included three deans, the core process owner, the education and training officers, the registrars and the case team leaders (head departments). That means the supportive staff wasn‟t included in the study. 69 Chuyên mục: Quản trị KD & Marketing - TẠP CHÍ KINH TẾ & QUẢN TRỊ KINH DOANH SỐ 09 (2019) Regarding areas of the study, the dominant leadership style and the extent of the teacher‟s and academic staff job satisfaction was assessed. The second survey, the job satisfaction of teachers from their jobs examined the standardized questionnaires and "Minnesota" is. The questionnaire, in 1967 at the State University of Minnesota by Mindy "David J, weiss, Rene V.Dawis, George W.England and Lloyd H.Lofquist" has been developed [53]. 20 main measures of different aspects of the job in the questionnaire, which included respondents rate their satisfaction on a range of five options, including "I'm very happy; I'm happy; I don‟t know; I'm not happy; I am very satisfied," specify. The questionnaire, job satisfaction of teachers with regard to various aspects of the school environment and outside it, such as teachers' relationships with each other, relationships with teachers, supervisors and managers, pension and benefits, the implementation of educational policies, job security, progress career decision making on issues of social prestige job and succeed in the job, evaluated and measured in this section, the collected data will do two types of statistical analysis. In the first section, the description of the data includes the frequency of the factors, individual characteristics (age, educational level, teaching background experience,...), percentages, mean of data in tables and figures will be done and in the next section will analyze the data including calculating the correlation coefficient and testing the hypotheses, and so on. The statistics show that the average age of teachers in the selected sample is 40 years from the target population. The highest frequency rate is between the ages of 40 and 44 years, about 31%, and the lowest frequency is under 30 with 11 people, including 8% of the sample. Therefore, it can be concluded that the teachers in the target population are in maturing age. The statistics of the above table show that the highest frequency of bachelor's degree is about 53% and the minimum level of study is related to master degree, and it is about 0.7%. We do not have a person who has graduated from a Ph.D. in the sample. In general, it can be concluded that teachers have an acceptable level of education. Fig 2. Educational Level Source: Authors The statistical information related to teaching background experience is as follows: The statistics in the table above show that the average teaching background experience is 17 years. The highest frequency of teaching experience is between 15 and 19 years, which is about 25%, and the low frequency is related to the teaching experience for more than 25 years. In general, it can be concluded that teachers have a relatively high teaching experience. Fig 3. Teaching Background Experience 70 Source: Authors