The present study was a descriptive-correlational study conducted to examine the relationship between managers’ leadership style and professional satisfaction of teachers of girls’ elementary school of Khomeinishahr in 2012-2013. The statistical population consisted of all girls’ elementary school teachers equaled 500 individuals, from which 218 individuals were selected based on simple random sampling and Cochran’s sample size formula. Data were collected through Bass leadership style questionnaire (1992) consisting of 45 items, and Marston et al. professional satisfaction questionnaire (2005) consisting of 19 items, which were based on a five-level Likert item. The face validity of the questionnaires was confirmed by supervisor, advisor and some experts. The reliability of the questionnaires was measured by Cronbach’s alpha coefficient equaled 0.913 and 0.872 for the leadership style questionnaire and the professional satisfaction questionnaire, respectively. Using descriptive statistics including frequency, frequency percent, and mean value as well as inferential statistics including Pearson correlation coefficient and ANOVA, data were analyzed. The results indicated a significant relationship between managers’ transformational leadership style (r=0.39, P< 0.05), transactional leadership style (r=0.32, P< 0.05), as well as a combination of transformational-transactional leadership style (r=0.386, P< 0.05) and teachers’ professional satisfaction. With regard to demographic characteristics like age, academic degree, the area of teaching, and work experience there was no significant difference between responders’ opinions about managers’ leadership styles. The other results indicated that with regard to the demographic characteristics except work experience, there was no significant difference between responders’ opinions on professional satisfaction.
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