Social justice leadership as a predictor of school climate

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.