Nowadays, education has fundamentally changed and developed due to cultural, social and political changes. Education is under intense scrutiny from public and private interests who question the system's ability to achieve its goals of teaching basic skills, instilling values, preventing dropout education and produce a productive workforce. Such an incredible responsibility requires a high commitment to meeting high expectations. Nurturing and educating the new generation have been assigned to education systems. Today, educational administration means: leadership, direction, reform and change. Therefore, achieving high level education goal in every society requires renovation, reorganization and new thinking in the management of education systems (Allahabad, 2004). Educational administration, whether in the supervision and monitoring of financial and official affairs, in education or in other areas directly involving the development and implementation of the educational program, has the responsibility and the tasks necessary to achieve the essential objectives of educational administration as named facilitating the teaching-learning process. Schools should pay more attention to teachers' job satisfaction, as this can promote staff efficiency and satisfaction. One of the important factors in improving the psychological and spiritual energy of the organization's staff is the promotion of job satisfaction of teachers. In fact, job satisfaction is a kind of emotional and affective adaptation to work and its conditions which consists of two components: cognitive and behavioral. The cognitive aspect is an indicator of staff's opinions about their working conditions and the behavioral aspect means the tendencies of individuals in relation to their work. The cognitive aspect has more validity than other behavioral aspects because of its closer relationship with individuals' attitudes. A successful education system depends on high-quality teaching staff. In order to develop this high-quality teaching workforce, factors associated with teacher quality and retention must be examined. One of these factors is teachers' job satisfaction. Job satisfaction can be defined as a general feeling about one's job or career in terms of details, i.e. pay, autonomy, co-workers; administration. Job satisfaction has been studied for many years. Happock (1935) was one of the first researchers to study job satisfaction. He found that workers were more satisfied with an understanding and helpful supervisor (as cited in Bass, 1990). Frederick Herzberg (1959), psychologist and researcher, studied job satisfaction because he believed that greater satisfaction led to higher productivity, decreased absenteeism, and better work relationships. He found that a positive feeling about work, a sense of self-worth, and a sense of personal fulfillment were linked to achievement and responsibility (Wetherell,2002).