The relationship between school principals' social justice leadership behaviors and teachers' organizational happiness

Daha sonra doldurulacaktır.The social justice leadership behaviors of school administrators are an important factor affecting the organizational happiness levels of teachers. In this context, understanding the relationship between the social justice leadership behaviors of school administrators and teachers' organizational happiness perceptions is of great importance in terms of developing more effective leadership strategies in educational environments. The purpose of this study is to examine the relationship between the social justice leadership behaviors of school administrators and the organizational happiness levels of teachers. In particular, the research question "What is the relationship between the social justice leadership behaviors of school administrators and the organizational happiness levels of teachers?" was sought. The research was designed with a correlational design, which is one of the quantitative research methods. The universe of the study consists of teachers working in primary, secondary and high schools in official public schools in Manisa province in the 2022-2023 academic year. The sample of the study consists of 350 teachers selected through purposive sampling. Social Justice Leadership Scale (SJLS) and Organizational Happiness Scale (OHS) were used to collect data. SJLS was developed by Özdemir and Pektaş (2017) and is a valid and reliable tool used to assess the social justice leadership behaviors of school principals. OHS was developed by Paschoal and Tamayo (2008) and adapted to Turkish culture by Arslan and Polat (2017). Data were analyzed using the Jamovi program. T-test was applied for two independent groups, and one-way analysis of variance (ANOVA) was applied for three or more independent groups. Pearson correlation test was used to determine the relationship between social justice leadership behaviors of school administrators and teacher organizational happiness. In addition, regression analysis was performed to examine the effect of social justice leadership behaviors of school administrators on teachers' organizational happiness levels. The research findings showed that the social justice leadership behaviors of school administrators significantly affected the organizational happiness levels of teachers. It was determined that the support and critical consciousness dimensions had the strongest effect on the organizational happiness of teachers. In addition, it was found that demographic variables such as age, professional seniority and working time with the school principal caused significant differences in the perceptions of social justice leadership. Social justice leadership significantly predicted the organizational happiness levels of teachers and the support and critical consciousness dimensions emerged as the strongest predictors of organizational happiness. The participation dimension did not have a significant predictive effect. These findings emphasize the potential of social justice leadership practices to increase the happiness of teachers in educational environments. It is recommended that educational administrators develop strategies to strengthen social justice leadership behaviors.