The relationship between teachers' perceptions of organizational justice and authentic leadership and their levels of organizational happiness

The purpose of this study is to determine the relationship between teachers' perceptions of organizational justice and authentic leadership and their organizational happiness levels. The research was carried out in survey model. The population of the study consists of teachers working in public schools in Elazig province center in the 2019-2020 academic year. The sample of the research was determined by quota sampling method, and the research was carried out by analyzing the data obtained from 436 teachers serving at various grades. Within the scope of the research, the data were collected with the Organizational Justice Scale (OJS), the Authentic Leadership Scale (ALS), the Organizational Happiness Scale (OHS) and the personal information form prepared by the researcher. SPSS package program was used to analyze the data in the study. The data obtained were analyzed with reliability, percentage, frequencies, t-test, One-Way Analysis of Variance (ANOVA), Pearson Correlation Analysis and Multiple Regression Analysis. According to the findings obtained from the study, it was observed that teachers' organizational justice, authentic leadership and organizational happiness scores did not differ significantly according to their gender, marital status, service time and age. On the other hand, when the findings are analyzed in terms of school type, the organizational justice perceptions of middle school teachers are significantly higher than teachers working in kindergartens. Similarly, the perceptions of authentic leadership (internalized moral understanding sub-dimension) of primary school teachers are significantly higher than teachers working in kindergarten. When the findings are examined in terms of branches, the organizational justice perceptions of classroom teachers and teachers in sports / fine arts / other branches are significantly higher than preschool teachers. Classroom teachers' perceptions of authentic leadership (internalized moral understanding sub-dimension) are significantly higher than preschool teachers. According to the results of Pearson correlation analysis, there are positive and significant relationships between the organizational justice and authentic leadership perceptions of the participants and their organizational happiness levels. Finally, because of the multiple regression analysis, it was determined that the participants' perceptions of organizational justice and authentic leadership (relational transparency sub-dimension) significantly predicted their organizational happiness levels, and these two variables explained approximately 18% of the change in organizational happiness. According to these results, it can be said that organizational justice and authentic leadership behaviors play a role in teachers' organizational happiness levels.