Examining the relationship between social justice leadership in schools and teachers' organisational citizenship behaviors

Social justice-based leadership approaches have various effects on teachers' organizational citizenship behaviors. These effects provide a critical framework for understanding the transformative role of leadership in educational settings. This study examines the impact of social justice leadership in schools on teachers' attitudes toward organizational citizenship. In addition, the study examined how the level of social justice leadership demonstrated by school principals, as perceived by teachers, varies according to teachers' demographic characteristics. The research result indicate a positive and significant relationship between social justice leadership and teachers' organizational citizenship behaviors. It was also determined that social justice leadership is a factor that influences these behaviors. Based on the results, it can be said that teachers' organizational citizenship behaviors increase in schools where social justice practices are strengthened. In this context, it can be recommended that mechanisms supporting teacher participation be developed for school principals. For example, structures that encourage teachers' active participation in decision-making processes can be created. However, since this study aims to describe the current situation rather than develop educational recommendations, making these recommendations more functional could be addressed in future research. Keywords: Organization, Organizational citizenship behavior, Organizational culture, Leadership, Social justice leadership