Analysis of the relationships between perceived school principal management styles and teachers' participation in decision making, organizational justice, job satisfaction and burnout perceptions

The general aim of this study is to determine the relationship between perceived school principal management styles and teachers' decision-making, organizational justice, job satisfaction and burnout perceptions. In order to accomplish this aim, correlational and prediction designs research methods were used within the scope of correlational survey model. The population of the study consisted of 3194 teachers working in 65 high schools in the city center of Mersin in the 2017-2018 academic year. With a simple random sampling method, 600 of the questionnaire forms sent to 600 teachers from this population have been 561 forms fully returned and used in this study. The data were analyzed with the help of SPSS 21 and LISREL 8.80 programs. In this study, factor analysis, frequency, percentage, correlation and regression tests were applied. Then, the means of the variables used in the study, and the relations between organizational justice, job satisfaction and burnout were determined. After the relationships between the variables were determined, the effects of the perceived principal management styles on the decision-making, organizational justice, job satisfaction and burnout perceptions were determined. Subsequently, the effects of the participation in decision-making of the teachers on organizational justice, job satisfaction and burnout were determined and finally, the effect of teachers' decision-making on the effect of perceived school principal management styles on the organizational justice, job satisfaction and burnout on the perception of burnout was determined. According to the results of the study; Teachers stated that the principals that they work with exhibit the most cooperative management style, followed by authoritarian, resistant and indifferent management styles. It was observed that the perceptions of the teachers about school principals exhibit cooperative management style was high, authoritarian and resistant management style were middle and indifferent management style was low. It was determined that teachers participate in clan decisions and student affairs and academic decisions were moderate level in the school management dimension was low level. Teachers' perceptions of organizational justice and job satisfaction were high. In addition, the perceptions of teachers about personal achievement dimension were found to be high and their perception about emotional exhaustion and depersonalization dimension was low. Relationships between organizational justice, job satisfaction and burnout variables showed that there was a positive, moderate and significant relationship between organizational justice and job satisfaction. While there was a negative and low significant relationship between organizational justice and emotional exhaustion dimension; the relationship between organizational justice, depersonalization dimension and personal achievement was not significant. In addition, the mean job satisfaction, emotional exhaustion and depersonalization dimension were found to be negative and low level; it was found that there was a positive and low level of relationship between the dimension of personal achievement. When the results of the effects of the perceived principal management style on the decision-making, organizational justice, job satisfaction and burnout were examined; It was found that the effect of cooperative management style on clan decisions, school management, student affairs and academic decisions, organizational justice and job satisfaction was positive and significant, the effect on personal achievement and depersonalization dimensions was not significant. It was found that the effect of authoritarian management style on clan decisions, school management, student affairs and academic decisions and organizational justice was negative and significant, the effect on emotional exhaustion and depersonalization was positive and significant; the effect on job satisfaction and personal achievement dimension was not significant. It was found that the effect of indifferent management style on clan decisions, student affairs and academic decisions, personal achievement, organizational justice and job satisfaction was negative and significant, the effect on emotional exhaustion, depersonalization and school management was positive and significant. It was found that the effect of resistant management style on the clan decisions was not significant; the effect on school management, emotional exhaustion and depersonalization was positive and significant, the effect on student affairs and academic decisions, organizational justice, job satisfaction and personal achievement was negative and significant. When the results of participation in decision-making on organizational justice, job satisfaction and burnout was examined; It was concluded that the effect of clan decisions, school management, student affairs and academic decisions on organizational justice was positive and significant. The effect of clan decision and student affairs and academic decisions on job satisfaction was positive; the effect of school management dimension on job satisfaction was found to be negative and significant. It was concluded that the effect of clan decision number of student affairs and academic decisions on the emotional exhaustion dimension was negative, and the effect of school management dimension on the emotional exhaustion dimension was positive. It was concluded that the effect of clan decisions on the personal achievement was not significant, the effect of school management dimenson on the personal achievement dimension was negative, and the effect of student affairs and academic decisions on the personal achievement dimension was positive and significant. It was concluded that the effect of clan decisions on the depersonalization was negative, the effect of the school management dimension on the depersonalization was positive, and the effect of the size of student affairs and academic decisions on the depersonalization was not significant. When the results of the mediation effect of the participation in decision-making on effect of perceived principal management style on organizational justice, job satisfaction and burnout was examined; It was concluded that the participation in decision-making was an mediator on effect of perceived principal cooperative management style on organizational justice, job satisfaction and emotional exhaustion, and there was no mediator effect on personal achievement and depersonalization. It was concluded that the participation in decision-making was an mediator on effect of perceived principal authoritarian management style on organizational justice, job satisfaction and emotional exhaustion, and there was no mediator effect on personal achievement and depersonalization. It was concluded that the participation in decision-making was no mediator on effect of perceived principal indifferent management style on organizational justice, job satisfaction and emotional exhaustion, personal achievement and depersonalization. It was concluded that the participation in decision-making was no mediator on effect of perceived principal resistant management style on organizational justice, job satisfaction and emotional exhaustion, personal achievement and depersonalization. In the last part of tha study; the results obtained in the study were compared with the similar studies in the literature. After the discussion, some suggestions have been made which will contribute to the literature about practitioners and researchers.