The relationship between secondary school teachers perceived organizational justice, the ethical leadership behaviors of school heads and teachers' psychological ownership of their school

The purpose of this research is to examine the relationship between perceived organizational justice in lower secondary schools, ethical leadership levels of school administrators and teachers' psychological ownership of their schools. The universe of this research, which was conducted with the relational scanning method, consists of 4210 teachers working in public lower secondary schools affiliated to the Ministry of National Education between 2021-2022 in Mersin. The sample of the study consists of a total of 353 teachers selected by simple random sampling. In this study, "Psychological Ownership Scale" was used to determine teachers' psychological ownership of their schools, "Ethical Leadership Scale" to determine school administrators' ethical leadership levels, and "Organizational Justice Scale" to determine the level of organizational justice in secondary schools. As a result of the research, when the averages of organizational justice scores are examined, it is seen that teachers' perceptions of interactional justice towards their schools are at the highest level, followed by distributive justice and procedural justice, respectively. There is a high level, positive and significant relationship between the perceptions of distributive justice, procedural justice and interactional justice, which are the sub-dimensions of organizational justice, and the level of psychological ownership. There is a high level, positive and significant relationship between the perceptions of distributive justice, procedural justice and interactional justice, which are the sub-dimensions of organizational justice, and the ethical leadership levels of the school administrator. There is a high, positive and significant relationship between teachers' psychological ownership levels and school administrators' ethical leadership levels.