Examination of the relationship between the social justice leadership behaviors of school managers and the self-efficiencies of teachers according to teachers' opinions

In this study, it was aimed to examine the effect of school administrators' social justice leadership behaviors on teacher self-efficacy. The research was designed with the quantitative research method and the relational survey model, which is one of the survey models. The universe of the research consists of teachers working in primary and secondary schools in Kocaeli Province Başiskele District. Simple random sampling method was used while determining the sample of the study. The sample of the research consists of 312 teachers. The 'Social Justice Leadership Scale' developed by Özdemir and Pektaş (2017) and the short form 'Teacher Self-Efficacy Scale' (Karaoğlu, 2017) adapted into Turkish and developed by Özdemir and Pektaş (2017) were used to collect the data. SPSS 24 and AMOS Graphics data analysis package programs were used for data analysis. In the analysis of research data; standard deviation, arithmetic mean, Pearson correlation and multiple linear regression analysis were used. It was concluded that school administrators did not differ in the total score of the social justice leadership scale according to the demographic characteristics of the teachers such as gender, marital status, educational status, age, professional seniority, but there was a significant difference in the total score of the social justice leadership scale according to the variable of the institution studied. No significant difference was found in the demographic characteristics of teachers' self-efficacy perceptions, gender, educational status, age, professional seniority, and a significant difference was observed in marital status and institution of employment. Based on this, it was seen that the self-efficacy of the teachers working in primary school was higher than the teachers working in secondary school. As a result, social justice leadership behaviors of school administrators and It was found that there was no significant relationship between teacher self-efficacy. However, as a result of the research, it was determined that social justice leadership did not predict teacher self-efficacy.