Bu araştırmanın amacı; Milli Eğitim Müdürlüğü (MEM) yöneticileri ile Temel eğitim ve Ortaöğretim Okulu yöneticilerinin liderlik stillerini ve iş doyumu düzeylerini tespit ederek; bu özelliklerin cinsiyet, yaş, mesleki kıdem, eğitim seviyesi ve aylık gelir değişkenlerine bağlı olarak anlamlı farklılık gösterip göstermediğini belirlemektir. Ayrıca liderlik stilleri ile iş doyumu düzeyleri arasında nasıl bir ilişki olduğunun belirlenmesi de amaçlanmıştır. Bu amaç doğrultusunda Amasya ili ve ilçelerindeki Milli Eğitim Müdürlükleri ile temel eğitim ve ortaöğretim okullarında görev yapan yöneticilere “Liderlik Stilleri Belirleme” ölçeği ile “İş Doyumu Düzeyi Belirleme” ölçeği uygulanmıştır. Çalışmanın bulgularına göre yöneticiler daha çok dönüşümcü liderlik stiline sahiptirler. Okul yöneticilerinin liderlik stilleri ve iş doyumu düzeylerinin cinsiyet, yaş, kıdem ve eğitim durumu değişkenlerine göre anlamlı farklılık göstermediği belirlenmiştir. Aylık gelir değişkenine göre ise okul yöneticilerin liderlik stilleri değişmezken, iş doyumu düzeylerinde 4001 TL ve üzeri aylık geliri olan yöneticilerin lehine anlamlı farklılık tespit edilmiştir. Milli Eğitim Müdürlüğü yöneticilerinin liderlik stilleri ve iş doyumu düzeyleri ile cinsiyet, yaş, kıdem ve aylık gelir değişkenleri arasında anlamlı farklılık tespit edilmemiştir. Milli Eğitim Müdürlüğü yöneticilerinin eğitim durumu değişkenine göre iş doyumu düzeyi farklılaşmazken, liderlik stillerinin lisansüstü öğrenim görmüş yöneticilerin lehine anlamlı farklılık gösterdiği belirlenmiştir. Ayrıca okul yöneticilerinin liderlik stilleri ile iş doyumu düzeyleri arasında anlamlı ilişki tespit edilmezken; Milli Eğitim Müdürlüğü yöneticilerinin liderlik stilleri ile iş doyumunun yalnızca kişisel gelişim ve kariyer alt boyutu arasında orta düzeyde anlamlı ilişki olduğu tespit edilmiştir.

Leadership is the ability to gather a group of people around specific goals and to have the ability and knowledge to mobilize them to achieve those goals (Eren, 2008; 431). Those who see what is hidden in their subordinates; the leader of the transformational leader as a person who enables them to share their strengths by creating expression environments is a leader who takes a role between the conflicting and contradictory environments around him and the understanding of the dominant mode of education in education management (Lincoln, 1989). According to Hoy and Miskel (2012), the transactional leader first sets out the tasks of the followers in the organization, establishes the organization, attaches importance to planned and programmed work, and in the later period they reward or punish the audience to reach organizational goals. The satisfaction of a worker, or the positive emotional state of satisfaction or appreciation of a worker's life, is called job satisfaction (Başaran, 2000; s.215). As educational institutions cannot think like factories, in the education process, this activity should not be kept in mind that it is not a soulless entity, both subject and object. The person spoken to is human in the education process. Therefore, the way of communication with human beings and the process must differ in relation to the machine. Leadership should be considered within this framework, resources should be established according to the educational institutions and the educational process. The responsibilities of the training managers are great as those who plan and carry out the education systems in the direction of the specified objectives. Educational managers are required to fulfil these responsibilities and to do their jobs in the best way, in proportion to the satisfaction they provide from their work. Educational managers with higher levels of job satisfaction will endeavour to do their jobs better, enjoy their work; educational institutions will be realized in the targeted direction and transformed into environments where students, teachers, administrators and parents are living. Educational managers with higher levels of job satisfaction will endeavour to do their jobs better, enjoy their work; educational institutions will be realized in the targeted direction and transformed into environments where students, teachers, administrators and parents are learning. Purpose of the Study The aim of this study to determine the leadership styles and job satisfaction levels of the administrators of the National Education Directorate (NED) administrators and primary and secondary school principals. In this respect the sub-questions can be listed as below: Is there any significant difference between demographic characteristics (gender, age, occupational seniority, education level and salary) of the NED administrators and primary and secondary school principals and their leadership styles? Is there any significant difference between demographic characteristics (gender, age, occupational seniority, education level and salary) of the NED administrators and primary and secondary school principals and their job satisfaction? Is there any relationship between leadership styles and job satisfaction of the NED administrators and primary and secondary school principals? In this study a quantitative research based on screening was used. The population consists of 22 NED administrators and 225 primary and secondary school principals working in Amasya (Turkey) and the districts. The measurement tools consist of “Leadership Styles Scale”, “Job Satisfaction Scale” and personal information form. The data were analyzed through frequency, mean, standard deviation, t-test, One Way ANOVA, Mann Whitney U, Kruskall Wallis and correlation analysis techniques in SPSS. Findings It was found that NED administrators primary and secondary school principals have more transformative leadership style, this finding is parallel with the research of Kılıç (2006), Baloğlu et all. (2009), Taş et all. (2007), Cemaloğlu (2007), Cemaloğlu and Kılınç (2012), Cemaloğlu and Okçu (2012), Cemaloğlu, Sezgin and Kılınç (2012), Önk and Cemaloğlu (2016), Taşçı (2014). Bakan et al. (2015) found that school principals have more transactional leadership than transformative leadership style. When school principals' job satisfaction is examined, they are satisfied in general terms; the dimensions of social relations and personal development are the most satisfying dimensions, and the job security and career dimension and reward dimension are the dimensions of satisfaction with which they are less satisfied; the personal growth dimension and the social dimension of the National Education Directorate administrators were found to be the most satisfying dimension, and the job security and the career dimension and the reward dimension were found to be less satisfied. Similarly, Uras-Başer and Özel (2013)’s study of job satisfaction of school principals showed tha