The role of secondary school principals' supervisory skills on teachers' perceptions of organizational justice

The purpose of this study to determine the role of secondary school principals' supervisory skills on teachers' perceptions of organizational justice. The study has correlational design. The sample of this study consists of 501 teachers from secondary schools in the central districts of Gaziantep. Data collection instruments were the demographics of the participants, the Organizational Justice Scale adapted to Turkish by Dağlı, Baysal and Korkut (2013), and the Supervision Skills Scale developed by Özdemir (2019). Descriptive statistics, t-test, ANOVA and Pearson correlation tests were used in data analysis. According to the findings, it was determined that teachers'perceptions of overall organizational justice and interactional justice were high, while their distributive and procedural justice perceptions were moderate. Findings on supervisory skills have showed that school principals' supervisory skills were good. Teacher development and coping with differences have been identified as the domains where school principals are most successful. Comparisons with demographic variables showed that distributive, procedural, and interactional justice were significantly different in terms of age, gender, seniority and time spent with school managers, while school principals' supervisory skills were different only for teachers' age. According to Pearson correlation analysis, a positive relationship was found between school principals' ability to cope with differences and teacher development skills and teachers' perceptions of interactional and overall organizational justice (p<0.01). Significant relationships were found between school principals' team building skills and all dimensions of organizational justice (p<0.05). The findings were discussed with the literature. In future studies, it is recommended to examine the relationship between supervisory skills and organizational justice with different school types and samples.