Abstract
The present study examined the effect of school administrators’ social justice leadership behaviours on teachers’ organizational citizenship behaviours based on teachers’ perceptions. The predictive correlational research design, one of the correlational research methods, was used in the study. It was carried out with the participation of 1025 teachers working at public secondary schools in Gaziantep city centre. Research data were collected using the Social Justice Leadership Scale and the Organizational Citizenship Behaviour Scale. SPSS 22.0 and AMOS 21 software packages were used to analyze the data.The obtained data were analysed through descriptive statistics (mean, standard deviation, and others.), Pearson’s correlation, and structural equation modeling. It was determined that social justice leadership and organizational citizenship behaviours were exhibited at higher levels by school administrators and teachers consecutively. There was a moderate, positive, and significant relationship between organizational citizenship behaviours and social justice leadership and its sub-dimensions of critical awareness, stakeholder support, participation, and distributive justice. Structural equation modeling yielded that social justice leadership behaviours positively predicted the organizational citizenship behaviours of teachers and social justice leadership explained 37% of the variance in organizational citizenship behaviours. It can be claimed that teacher performance would increase upon adopting and enhancing social justice-based practices in school settings.
Highlights
Incremental differentiation in the social structure of countries caused by globalization has revealed the need for the adoption of different approaches both during educational procedures and in educational administration (Falk, 2003; White & Cooper, 2014)
The present study examined the effect of school administrators’ social justice leadership behaviours on teachers’ organizational citizenship behaviours based on teachers’ perceptions
The Purpose of the Study This study aimed to examine the effect of school administrators’ social justice leadership behaviours on teachers’ organizational citizenship behaviours based on teachers’ perceptions
Summary
Incremental differentiation in the social structure of countries caused by globalization has revealed the need for the adoption of different approaches both during educational procedures and in educational administration (Falk, 2003; White & Cooper, 2014). The countries are supposed to organize their educational policies in a way to eliminate inequality and injustice likely to arise. In this regard, educational policies should be based on values such as justice, equality, and solidarity (Şişman, 2006). Gewirtz & Cribb (2002) voiced that the educational policies of countries and the practices in educational institutions should take place within the framework of social justice. It can be asserted that the elimination of social imbalance and injustice among the actors of school society would be effective in achieving school goals. The importance of school administrators’ social justice leadership skills becomes even clearer for the effectiveness of school practices
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