The relationship between secondary school principals' service leadership behavior and teachers' organizational justice perceptions

One of the most important factors affecting the output of education, which is an open system, is the psychology of the teacher and the teacher's commitment to his institution, duty and profession. It is possible that a teacher with high organizational commitment and positive psychology also positively affects the educational activities. Although there are many variables that affect teacher psychology, one of these variables is the leadership behavior of the school principal towards the teacher. Study is important at this point. The aim of this study is to investigate the effect of school principals 'servant leadership behaviors on teachers' organizational commitment. For this purpose, primarily a conceptual framework that includes the relationship between servant leadership and organizational justice is included. "Servant Leadership Scale" developed by Van Dierendonck and Nuijten (2011), made adaptation into Turkish by Assoc. Prof. Dr. Emin Cihan Duyan, was used in secondary schools located in Ankara. With the aim of measuring teachers' perceptions of organizational justice, teachers' opinions were collected through "Organizational Justice Scale", which was developed by Niehoff and Moorman and was developed and adapted into Turkish by Prof. Dr. Soner Polat. 507 teachers working in secondary schools in the city of Ankara expressed their opinions. The data were uploaded to the SPSS program and analyzes were made through this program. Through the obtained data, answers to the research questions were sought in terms of various variables. As a result of the research, it was concluded that the effect of servant leadership behaviors of school principals on teachers' organizational commitment was a weakly positive effect. In the research, it was determined that school principals' servant leadership behaviors affected teachers' normative commitment more than other dimensions of organizational commitment. Also, it was concluded that teachers' perceptions of servant leadership generally did not differ in terms of demographic variables of teachers, but organizational commitment differed depending on the demographic variables of teachers.