شبكة المعلومات العربية التربوية

This study aimed at exploring teachers' satisfaction with the roles of school administrators in Qabatiah governmental schools in addition to investigating the effect of teachers' gender, specialization, years of experience and school level on teachers' satisfaction. To achieve these objectives, an analytical –descriptive approach was employed using a (71) item questionnaire whose validity and reliability were assessed and distributed among a sample consisting of (525) male and female teachers. The results were as follows. The total degree of teachers' satisfaction with the roles of school administrators was high with the administrative role scoring the highest means (4.245) while the creativity role scored the lowest means (3.905). There were statistically significant differences in teachers' satisfaction with all roles of school administrators due to teachers' gender in favor of male teachers. There were statistically significant differences in teachers' satisfaction due to specialization variable in favor of teachers of scientific specialization. There were statistically significant difference in teachers' satisfaction due to the school level in relation to the administrative role and the differences were in favor of secondary school teachers. Finally, there were no statistically significant differences in teachers' satisfaction with the roles of school administrators due to years of experience. (Published Abstract)