Favori̇tsm behaviors of school directors effectiveness of organizations with teachers 'organizational justice

The purpose of this study is to determine the effects of school principals' favouritist behaviours on the teachers' empathic tendency levels the impact on confidence in the school principal. In the qualitative dimension of this research using the exploratory mixed method, case study design was used as the qualitative research design, and in the quantitative dimension of the research, the descriptive method based on the general survey model was used in determining the level of perception of school principals' loyalty behaviours according to the teachers' empathic tendency levels and the teachers' perception level on organizational justice perceptions. A causal comparative pattern was used to determine whether there was a significant difference in the perceptions of teachers', school principals' favouritism, organizational justice, and trust in relation to their school principals in terms of independent variables (gender, school type, seniority, union and empathic tendency level). On the other hand, the relational pattern was used to determine whether teachers' perceptions of organizational justice predicted perceptions of trust in the trust of school principals, teachers' perceptions of organizational justice, school principals' favouritism of teachers' influence on trust, teachers' empathic tendencies in organizational justice perceptions and empathic tendency of teachers'. The universe of the research constitutes 2022 teachers working in elementary schools, middle schools and high schools in Bingöl province within the academic year of 2017-2018. In terms of qualitative dimension, criteria sampling method which is one of the purpose sampling methods has been used and the study group consists of 16 school principals and 68 teachers. The quantitative sample of the study constituted 756 teachers selected using stratified sampling method. Qualitative data of the study were collected by semi-structured interview form. The quantitative data collection tool consists of five parts. In the first part, the Personal Information Form was used to obtain some personal information of the teachers to be used in the research. In the second part, the "Empathic Tendency Scale" was used to determine the teachers' empathic tendency levels. In the third chapter, 'The Scale of Determination of the School Principal's Favourability" developed by the researcher in order to determine the level of favouritism of the school principals, the "Organizational Justice Scale" in order to determine the teachers 'perceptions of organizational justice in the fourth chapter and finally in the fifth section the "Confidence in the School Principals Scale" in order to determine the perceptions of the teachers' confidence in the school principal. In this study, descriptive and content analysis in the analysis of qualitative data; descriptive statistical analyses, t-test, one-way analysis of variance, simple and multiple linear regression analysis were performed in the analysis of quantitative data, and eta square (η2) and Cohen's d coefficients were calculated. It has been observed that the opinions of the teachers and principals about the personality traits of the school principals with favouritism in the research are found under the themes of "Disability" and "Negative personality traits". According to the opinions of the principals regarding the personality traits of school principals with favouritism, they are collected under the themes of "Negative personality traits" and "Inadequacy". It was observed that, about in which subjects the school principals exhibited favourable behaviours, the opinions of the teachers and principals were included under the themes of "Legal Flexibility" and "Income Issues" It has been determined that the views of the teachers about the school principals' favouritist behaviours are under the themes of "Cronyism", "Patronage", "Nepotism" and "Other Causes". Teachers' views on what kind of behaviours the school principals will exhibit to give teachers a privilege are grouped under the themes "No, I would not want a privilege" and "Yes, I would want a privilege", and it was seen that the opinions of the principals about what kind of behaviours the school principals will exhibit for the privilege of the teachers were evaluated under the themes of "Performance" and "Proficiency". Teacher opinions about how teachers will feel when they meet with a favourable attitude were evaluated under the themes of "Teacher Feelings" and "Teacher Responses". It was observed that teachers' views on how school principals' favourable behaviours affect teachers' perceptions of organizational justice were evaluated under the theme of "Negative Affects", and the views of the school principals were collected under the theme of "Injustice". It was observed that teachers' opinions about how school principals' favouritism affects teachers' trust in their principals were gathered under the theme of "Shake the Confidence", and the views of the directors were collected under the theme of "Lack of Confidence". In this survey, teachers in all types of favouritism in the research have stated that school principals did low-level favouritism. It has been found that in the perceptions of teachers about cronyism, there is a significant difference in the favouritism attitudes and behaviours of school principals in favour of women in terms of gender change. In the perceptions of teachers about political favouritism, cronyism, gender biases and nepotism, it was observed that there was no significant difference in favouritism attitudes and behaviours of school principals in terms of school type, seniority and union variance. In the perceptions of teachers about cronyism, gender biases and nepotism; there was a significant difference in terms of gender bias; and it was seen that there was no significant difference in the type of political favouritism. In terms of teachers' perceptions regarding organizational justice; it was seen that the teachers participated at the level of "I strongly agree" on the statements that are in the whole of the organizational justice scale. In the perceptions of teachers' related to organizational justice, it was observed that there was a significant difference in favour of male teachers in terms of gender. It was seen that teachers' perceptions of organizational justice - in terms of school type variance – changed significantly in favour of primary school. It was seen that there was no significant difference in the perceptions of teachers related to organizational justice in terms of seniority variance. It was observed that there was a significant difference in the perceptions of teachers related to organizational justice in terms of union variance. In the perceptions of teachers on organizational justice, it was found that it differed significantly in favour of teachers who had a high level of empathetic tendency. In terms of teachers' perceptions about the level of confidence in the school principal, it was seen that the teachers participated at the level of "I strongly agree" on the statements that are in the whole of the "Confidence in the School Principals Scale". In the teachers' perceptions of their level of confidence in the school principal, there was no significant difference in terms of gender, seniority, and union variances. In the teachers' perceptions of their level of confidence in the school principal; it was seen that there was a significant difference in favour of primary school in terms of school type variance. In the teachers' perceptions of their level of confidence in the school principal; it was seen that there was no significant difference in terms of seniority and union variances. In the teachers' perceptions of their level of confidence in the school principal; it was seen that there was a significant difference in terms of empathetic tendency level variance. According to the results of the research; it was found that there was a positive, close to medium-level, and significant connection between teachers' level of confidence in the school principal and teachers' perceptions of organizational justice. It was seen that the types of relative, acquaintances, political and gender-favouritism were a significant predictor of teachers' perceptions of organizational justice. In terms of the connections between predictor variables and teachers' perceptions of organizational justice, it was determined that there was a significant, negative and low level connection in all of the types of favouritism. It was found that these four types of favouritism explain about 11% of the total variance of teachers' perceptions of organizational justice. It was seen that the types of relative, acquaintances, political and gender-favouritism were a significant predictor of the variance of teachers' confidence in the school principal. In terms of the connections between predictor variables and teachers' level of confidence in the school principal, it was determined that there was a negative and high level, or close to a high level connection in all of the types of favouritism. It was found that these four types of favouritism explain about 59% of the total variance of teachers' level of confidence in the school principal. It was seen that teachers' empathetic tendencies were a significant predictor of teachers' perceptions of organizational justice. It was determined that there was a significant, positive and low level connection between teachers 'empathetic tendency level variable and teachers' perceptions of organizational justice. It was also found that teachers' empathetic tendency levels explaın about 11% of the total variance related to perceptions of organizational justice. Teachers' empathetic tendency was found to be a significant predictor of level of confidence in the school principal. It was determined that there was a significant and low level connection between the teachers' empathetic tendency level variance and the level of confidence in the school principal. It was also found that the teachers' empathetic tendency levels explain about 02% of the total variance related to the level of confidence in the school principal. There are several suggestions in parallel with the results that gained from the research. Key Words: Favoritism, Nepotism, Cronyism, Patronage, Organizational Justice, School Directors Confidence, Empathic Tendency.