A literature-based social justice model and the perception of social justice among secondary school managers and teachers

In this study, a social justice model based on international literature was developed and the current perception of social justice for secondary school administrators and teachers was determined and compared with this model. The study was conducted in accordance with the mixed research design at public secondary schools in Gaziantep Provincial Directorate of National Education. In the qualitative study groups was consisted of 16 secondary school principals, 25 secondary school teachers, and 18 parents were selected using snowball and maximum sampling techniques. Data for this dimension were collected using a systematic literature review and a semi-structured interview form developed by the researcher. The collected data were analyzed using information mapping and content analysis techniques. The quantitative data of the study were collected using an 18-item Social Justice Perception Scale, also developed by the researcher based on the qualitative findings of the study. The scale development stages were followed in the development of this instrument. The item pool was prepared considering the perception of social justice among secondary school administrators and teachers and parents. The content validity of the scale was determined by the opinions of 11 expert faculty members from six different universities, one of whom works at the Ministry of National Education. The Cronbach's Alpha Reliability Coefficient of the scale was found to be .97. The results of the Exploratory Factor Analysis revealed that the single-factor structure of the scale was the most ideal structure. The single-factor scale structure was subjected to Confirmatory Factor Analysis on 314 middle school teachers. The results showed that the fit indices of the scale (CFI 0.93, NFI 0.91, IFI 0.9, and RFI 0.9) were within acceptable limits. 449 middle school administrators and teachers volunteered to participate in the quantitative part of the study. The findings revealed that the social justice model, developed by considering international literature, has three dimensions: individual justice, social justice, and action justice. The perception of social justice for secondary school administrators and teachers is based on a high level of equality and justice perceptions. Compared to the model developed within the scope of the research, the perception of justice among administrators and teachers remains quite limited. The research results are discussed based on the relevant literature. The study recommends identifying the perception of social justice among school community stakeholders at other educational levels and considering international content in the content of future seminars on social justice. The research results are discussed based on the relevant literature. The study recommends that international content should not be overlooked in social justice seminars organized for administrators and teachers, and that the social justice perceptions of school community stakeholders at other educational levels should also be identified.