The Relationship Between School Administrators' Social Justice Leadership Behaviors and Teachers' Levels of Organizational Happiness

Bulbul Sebila and Necati Cemaloglu
Additional contact information
Bulbul Sebila: Gazi University, Gazi Faculty of Education, Department of Educational Sciences, Türkiye
Necati Cemaloglu: Gazi University, Gazi Faculty of Education, Department of Educational Sciences, Türkiye

Technium Social Sciences Journal, 2025, vol. 68, issue 1, 423-437

Abstract: The purpose of this study is to examine the relationship between school administrators' social justice leadership behaviors and teachers' levels of organizational happiness, according to the perspectives of teachers. The study adopts a relational survey model and employs a quantitative research approach. The population comprises 4000 teachers from primary and secondary schools in a Turkish province for the 2024 -2025 academic year, with a sample of 380 teachers selected via purposive sampling. Data collection tools include a Personal Information Form, School Principals' Social Justice Leadership Behaviors Scale, and Organizational Happiness Scale. Data analysis was performed using SPSS 25. Descriptive statistics, including arithmetic mean and standard deviation, were calculated to address the first two sub-problems. Correlation analysis was used to address the third sub-problem, and multiple regression analysis was performed to examine the fourth sub-problem. The findings indicate that social justice leadership behaviors of school administrators are perceived as moderately high, with "Support" emerging as the most prominent sub-dimension. Teachers' organizational happiness levels are also perceived as moderate to high, with "Realization of Potential" being the highest- rated sub-dimension. Correlation analysis reveals a significant positive relationship between social justice leadership and organizational happiness, with supportive leadership behaviors strongly associated with positive emotions and fulfillment. Conversely, leadership behaviors that lack participatory and reflective elements show weaker predictive power regarding organizational happiness. The regression analysis underscores that "Support" is the most significant predictor of teachers' organizational happiness, highlighting the critical role of supportive leadership in fostering a positive organizational environment. The study concludes by emphasizing the importance of inclusive, equitable, and support-based leadership practices to enhance teachers' well-being and professional satisfaction.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://techniumscience.com/index.php/socialsciences/article/view/12389 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:tec:journl:ojs:12389

DOI: 10.47577/tssj.v68i1.12389

Access Statistics for this article

Technium Social Sciences Journal is currently edited by Tasente Tanase

More articles in Technium Social Sciences Journal from Technium Science
Bibliographic data for series maintained by Tasente Tanase ( this e-mail address is bad, please contact ).