The relationship between teachers' perceptions of school principals' social justice leadership and their commitment to principals

The aim of this study is to examine the relationship between social justice leadership behaviors of school administrators and teachers' loyalty to the administrator. The universe of this study, which is in the relational screening model suitable for the quantitative research approach, consists of 1600 teachers working in primary and secondary schools in the central district of Siirt province in the 2022-2023 academic year. The sample consists of 423 teachers through simple random sampling. The data of the study were collected through the "Social Justice Leadership Scale" and "Loyalty to the Administrator Scale". While the data were analyzed, arithmetic mean, t-test, ANOVA test, Pearson Correlation and regression analysis were performed. When the analysis results were examined; It was determined that the levels of teachers' social justice leadership and loyalty to the administrator were "high". According to the research results, there was no statistically significant difference between teachers' Social Justice leadership perceptions in terms of gender, educational status, and years of service in the same school, while a significant difference was detected according to the seniority variable. While there is no statistically significant difference between teachers' perceptions of commitment to the administrator and gender, a significant difference was found according to educational status, years of service at the same school, and seniority. Considering the effect of school principals' social justice leadership behaviors on teachers' commitment with the current study, it is thought that this study will contribute to the awareness and consciousness of school principals in respecting cultural differences and social justice practices.