العلاقات الإنسانيّة السائدة بين القائدات والمعلّمات وعلاقتها بالرضا الوظيفي لدى المعلّمات في المدارس الابتدائية الحكومية بمدينة الرياض

This study aimed to identify the degree to which female school leaders practice human relations; to identify the level of job satisfaction of public elementary schools teachers in Riyadh from their point of view; and to determine the existence of a correlation between the degree of leader’ practice of human relations and the level of teachers’ job satisfaction from their point of view. 
Methodology and study tools: The descriptive approach (survey) was applied, and the questionnaire was used as a tool for data collection.
Study community: the study community was all teachers (n= 13205) of public elementary schools in Riyadh.
Study sample: The researcher used a random sample consisting of (388) teachers.
The study reached the following results:

The study sample agreement came to a high degree on the level of female school leaders’ practice of human relations at the elementary schools in Riyadh.
The study sample agreement came to a high degree on the level of teachers’ job satisfaction at public elementary schools in Riyadh.
A statistically significant positive correlation at the level (0.01) between the level of female school leaders’ practice of human relations and the level of job satisfaction among teachers from their point of view.
There were statistically significant differences at the level of (0.01) and less between the study sample’ responses according to the qualification variable for those who have Ph.D., and those who have PhD and Bachelor.
There were no statistically significant differences at the level of (0.01) and less between the study sample’ responses on (the level of female school leaders’ practice of human relations, the level of teachers’ job satisfaction of public elementary schools in Riyadh) according to the variable of number of years of experience.

The researcher also made a number of recommendations, most notably:

Urging the leaders of primary schools to engage teachers on their own occasions.
Directing the public elementary school leaders to solve problems facing teachers.
Encouraging the public elementary school leaders to deal flexibly with teachers.
Urging the public elementary school leaders to develop female teachers' personalities.