Social justice leadership as a predictor of school climate

Bayram Bozkurt

doi:10.29333/pr/13078

Full Text (PDF)

Bayram Bozkurt ¹ ^*

More Detail

¹ Department of Educational Sciences, Nizip Faculty of Education, Gaziantep University, Gaziantep, TURKEY^* Corresponding Author

Abstract

The purpose of this study was to investigate the relationship between school principals’ social justice leadership skills and school climate as perceived by teachers. The research was conducted using the predictive relationship model from quantitative research methods. The study’s sample size is 400 teachers, calculated with a 5% sample size error and chosen using a simple random sampling method. Data were collected through “social justice leadership scale” and the “school climate scale”. The data were analyzed using arithmetic mean and standard deviation analysis for descriptive purposes, and Pearson product moments correlation coefficient and structural equation modeling analyses for relational purposes. As a result of research, it was concluded that teachers perceive high levels of social justice leadership skills and having a high level of positive school climate perception. On the other hand, according to teacher perceptions, it was concluded that school administrators’ social justice leadership skills positively predicted school climate.

Keywords

school climate
school administrators
social justice
social justice leadership

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2023, Volume 8, Issue 2, Article No: em0160

https://doi.org/10.29333/pr/13078

Online publication date: 14 Mar 2023

Article Views: 709

Article Downloads: 532

Open Access References How to cite this article

References

Agustina, M., & Kristiawan, M. (2021). The influence of principal’s leadership and school’s climate on the work productivity of vocational pharmacy teachers in Indonesia. International Journal of Educational Review, 3(1), 63-76. https://doi.org/10.33369/ijer.v3i1.11858
Aksoy, H. (2006). Örgüt ikliminin motivasyon üzerine etkisi [The effect of organizational climate on motivation] [Unpublished master’s thesis]. Marmara University.
Akyürek, M. I. (2021). Okullarda sosyal adalet liderliği: Bir karma yöntem çalışması [Social justice leadership in schools: A study of mixed methods]. Batı Anadolu Eğitim Bilimleri Dergisi [Western Anatolia Journal of Educational Sciences], 12(2), 515-535. https://doi.org/10.51460/baebd.847006
Arar, K., Beycioglu, K., & Oplatka, I. (2017). A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: Meanings, actions and contexts. Compare. A Journal of Comparative and International Education, 47(2), 192-206. https://doi.org/10.1080/03057925.2016.1168283
Arslan, A. (2019). Sosyal adalet liderliği ve etik iklim arasındaki ilişkiye yönelik öğretmen görüşleri [Teachers’ opinions on the relationship between social justice leadership and organizational ethical climate] [Unpublished master’s thesis]. Hacettepe University.
Bakkal, M., & Radmard, S. (2020). Okul müdürlerinin eğitimsel liderlik standartlarını karşılama düzeyleri ile öğretmenlerin okul iklimi algıları ve motivasyonları arasındaki ilişki [The relationship between the levels of school principals meeting educational leadership standards and teachers’ school climate and motivation perceptions]. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi [Istanbul Aydin University Faculty of Education Journal], 5(2), 163-195.
Bayram, F., & Aypay, A. (2012). İlköğretim okullarında müdür etkililiği, okul iklimi ve öğrenci kontrol ideolojileri arasındaki ilişki [The relationship between school principal effectiveness, school climate and pupil control ıdeologies in elementary schools]. Eğitimde Politika Analizi Dergisi [Journal of Policy Analysis in Education], 1(1), 49-63.
Bayram, N. (2013). Yapısal eşitlik modellemesine giriş [Introduction to structural equation modeling]. Ezgi Publishing.
Bilgi, R. (2020). Ortaokul yöneticilerinin liderlik stilleri ile örgüt iklimi arasındaki ilişkinin öğretmen algılarına göre incelenmesi [Examination of the relationship between leadership styles and organizational climate of secondary school administrators according to teacher perception] [Unpublished master’s thesis]. Hacettepe University.
Bogotch, I., & Shields, C. M. (2014). International handbook of educational leadership and social (in) justice. Springer. https://doi.org/10.1007/978-94-007-6555-9
Börü, N. (2019). İlkokullarda sosyal adaletin gelişimine yönelik uygulamaların ve okul müdürlerinin liderlik davranışlarının değerlendirilmesi [Evaluation of social justice developments in primary schools and leadership behavior of school principals]. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama [Journal of Education and Humanities: Theory and Practice], 10(20), 132-164.
Bozkurt, B. (2017). A study of developing an assessment tool for social justice leadership behaviors of school principals. Gaziantep University Journal of Social Sciences, 16(3), 721-732. https://doi.org/10.21547/jss.300050
Bozkurt, B. (2018). Sosyal adalet liderliği ile yöneticiye bağlılık ve örgütsel vatandaşlık davranışları arasındaki ilişki [The relationship between social justice leadership, loyalty to principal and organizational citizenship behaviors] [Unpublished doctoral thesis]. Gaziantep University.
Büyükgöze, H., Sayır, G., Gülcemal, E., & Kubilay, S. (2018). Examining how social justice leadership relates to student engagement in high schools. Cukurova University Faculty of Education Journal, 47(2), 932-961.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Publishing.
Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming. Erlbaum.
Canlı, S. (2016). Okul müdürlerinin öğretmenlere güveninin okul iklimine etkisi [The effects of principals’ trust in teachers on school climate] [Unpublished doctoral thesis]. Inonu University.
Canlı, S., Demirtaş, H., & Özer, N. (2018). Okul iklimi ölçeğinin geçerlik ve güvenirlik çalışması [Validity and reliability study of school climate scale]. Elementary Education Online, 17(4), 1797-1811. https://doi.org/10.17051/io.2015.85927
Chiu, M. M., & Walker, A. (2007). Leadership for social justice in Hong Kong schools: Addressing mechanisms of inequality. Journal of Educational Administration, 45(6), 724-739. https://doi.org/10.1108/09578230710829900
Çobanoğlu, N. (2021). Okul müdürlerinin sosyal adalet liderliği ile öğretmenlerin örgütsel özdeşleşme ve yöneticiye sadakat ilişkisinin incelenmesi [Examination of the relationship between social justice leadership of school principals and organizational ıdentification of teachers and loyalty to the principal]. Tarih Okulu Dergisi [Journal of History School], 14(53), 2775-2799. https://doi.org/10.29228/Joh.51078
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge.
Çomak, M. (2021). Okul yöneticilerinin dağıtımcı liderlik uygulama becerileri ile örgüt iklimi arasındaki ilişkiler [Relationships between distributed leadership practice skills of school administrators and organizational climate] [Unpublished master’s thesis]. Ahi Evran University.
Connell, R. W., & Connell, R. (1993). Schools & social justice (No. 12). James Lorimer & Company.
Diş, O., & Ayık, A. (2016). Okul yöneticilerinin kullandıkları güç kaynakları ile örgüt iklimi arasındaki ilişki [The relatıonshıp between organızatıonal clımate and power sources the school prıncıpals use]. Akademik Bakış Dergisi [Academic Perspective Journal], 58(11), 499-518.
Fraser, K. (2012). Exploring the leadership practices of social justice leaders at urban charter schools [Doctoral dissertation, University of San Francisco].
Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191-229. https://doi.org/10.1177/0013161X11427394
Gewirtz, S., & Cribb, A. (2002). Plural conceptions of social justice: Implications for policy sociology. Journal of Education Policy, 17(5), 499-509. https://doi.org/10.1080/02680930210158285
Gören, S. C. (2019). Sosyal adalet liderliği, okul yaşam kalitesi ve okula aidiyet duygusu ilişkisi [Relationship between social justice leadership, quality of school life and sense of school belonging] [Unpublished doctoral thesis]. Hacettepe University.
Güler, O. (2021). Öğretmenlerin sosyal adalet liderliği ile öğrenci motivasyonu arasındaki ilişkiler [The relationship between teachers’ social justice leadership behaviors and student motivation] [Unpublished master’s thesis]. Kirikkale University.
Gültekin, C. (2012). Okul yöneticilerinin liderlik stillerinin okul iklimi üzerine etkisi: İstanbul ili Anadolu yakası örneği [Determine school principals leadership behavior and the school climate: The Anatolian bank of Istanbul] [Unpublished master’s thesis]. Maltepe University.
Gürbüz, S. & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri: Felsefe, yöntem, analiz [Research methods in social sciences: Philosophy, method, analysis]. Seckin Publishing.
Hytten, K., & Bettez, S. C. (2011). Understanding education for social justice. Educational Foundations, 25, 7-24.
Jean-Marie, G., Normore, A. H., & Brooks, J. S. (2009). Leadership for social justice: Preparing 21^st century school leaders for a new social order. Journal of Research on Leadership Education, 4(1), 1-31. https://doi.org/10.1177/194277510900400102
Kalaycı, S. (2006). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. Asil Publishing.
Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford.
Lunenburg, F. C. (2003). Organizational structure and design. Journal of Educational Leadership and Policy Studies, 1(1), 21-43.
McDonald, M., & Zeichner, K. M. (2009). Social justice teacher education. In W. Ayers, T. M. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 613-628). Taylor & Fransis. https://doi.org/10.4324/9780203887745-59
Nartgün, S., & Sarıbudak, D. (2020). Okul yöneticilerinin sosyal adalet liderliği davranışları ile öğretmenlerin örgütsel uyum düzeyleri arasındaki ilişki [The relationship between the school administrators’ social justice leadership behavior and teachers’ organizational fit levels]. F. Yilmaz, & M. Naillioglu Kaymak (Eds.), Eğitim araştırmaları içinde [In educational research] (pp. 11-138). Eyuder Publishing.
Ornstein, A. C. (2017). Social justice: History, purpose and meaning. Society, 54(6), 541-548. https://doi.org/10.1007/s12115-017-0188-8
Özdemir, M. (2017). Examining the relations among social justice leadership: Attitudes towards school and school engagement. Education and Science, 42(191), 267-281. https://doi.org/10.15390/EB.2017.6281
Özdemir, M., & Pektaş, V. (2017). Sosyal adalet liderliği ve okul akademik iyimserliği ilişkisinin öğretmen görüşlerine göre incelenmesi [Examining the relationship between social justice leadership and school academic optimism according to teachers’ opinions]. Ege Eğitim Dergisi [Ege Journal of Education], 18(2), 576-601. https://doi.org/10.12984/egeefd.328458
Özen, Y., & Gül, A. (2010). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu [Population-sampling issue on social and educational research studies]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi [Ataturk University Kazim Karabekir Journal of Education Faculty], 15, 394-422.
Pritchard, R. D., & Karasick, B. W. (1973). The effects of organizational climate on managerial job performance and job satisfaction. Organizational Behavior and Human Performance, 9(1), 126-146. https://doi.org/10.1016/0030-5073(73)90042-1
Ruich, C. T. (2013). Principals’ social justice leadership in demographically changing suburban public elementary schools in Arizona [PhD thesis, The University of Arizona].
Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling. Psychology Press. https://doi.org/10.4324/9781410610904
Şentürk, C., & Sağnak, M. (2012). İlköğretim okulu müdürlerinin liderlik davranışları ile okul iklimi arasındaki ilişki [The relationship between the leadership behavior of school principals and the school climate]. Türk Eğitim Bilimleri Dergisi [Journal of Turkish Educational Sciences], 10(1), 29-43.
Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları [Introduction to structural equation modeling: Basic principles and LISREL practices]. Ekinoks Publishing.
Şişman, M. (2011). Eğitim bilimine giriş [Introduction to educational science]. Pegem Publishing.
Soysal, S. (2021). Sınıf yönetimi olgusu üzerine yapılmış ulusal çalışmaların betimsel içerik analizi [A descriptional content analysis of national studies on the classroom management case]. Yükseköğretim ve Bilim Dergisi [Journal of Higher Education & Science], 11(1), 214-244. https://doi.org/10.5961/jhes.2021.443
Speight, S. L., & Vera, E. M. (2004). A social justice agenda: Ready, or not? The Counseling Psychologist, 32(1), 109-118. https://doi.org/10.1177/0011000003260005
Tepe, N., & Yılmaz, G, G. (2020). Öğretmenlerin okul iklimi algılarının yordayıcısı olarak okul yöneticilerinin toksik liderlik davranışları [The effect of school principals’ critical leadership behaviors on school climate according to teacher perceptions]. Uluslararası Toplum Araştırmaları Dergisi [International Journal of Society Research], 15(25), 3360-3381. https://doi.org/10.26466/opus.667320
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221-258. https://doi.org/10.1177/0013161X06293717
Turhan, M. (2010). Social justice leadership: Implications for roles and responsibilities of school administrators. Procedia-Social and Behavioral Sciences, 9, 1357-1361. https://doi.org/10.1016/j.sbspro.2010.12.334
Zhang, Y., Goddard, J. T., & Jakubiec, B. A. (2018). Social justice leadership in education: A suggested questionnaire. Research in Educational Administration and Leadership, 3(1), 53-86. https://doi.org/10.30828/real/2018.1.3

How to cite this article

APA

Bozkurt, B. (2023). Social justice leadership as a predictor of school climate. Pedagogical Research, 8(2), em0160. https://doi.org/10.29333/pr/13078

Vancouver

Bozkurt B. Social justice leadership as a predictor of school climate. PEDAGOGICAL RES. 2023;8(2):em0160. https://doi.org/10.29333/pr/13078

AMA

Bozkurt B. Social justice leadership as a predictor of school climate. PEDAGOGICAL RES. 2023;8(2), em0160. https://doi.org/10.29333/pr/13078

Chicago

Bozkurt, Bayram. "Social justice leadership as a predictor of school climate". Pedagogical Research 2023 8 no. 2 (2023): em0160. https://doi.org/10.29333/pr/13078

Harvard

Bozkurt, B. (2023). Social justice leadership as a predictor of school climate. Pedagogical Research, 8(2), em0160. https://doi.org/10.29333/pr/13078

MLA

Bozkurt, Bayram "Social justice leadership as a predictor of school climate". Pedagogical Research, vol. 8, no. 2, 2023, em0160. https://doi.org/10.29333/pr/13078