Araştırma Makalesi
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Yıl 2022, Cilt: 9 Sayı: 2, 88 - 102, 01.03.2022

Bayram Bozkurt

https://doi.org/10.17275/per.22.30.9.2
Cited By: 1

Öz

Kaynakça

  • Acar, Z. A. (2006). Örgütsel yurttaşlık davranışı: kavramsal gelişimi ile kişisel ve örgütsel etkileri. Doğuş Üniversitesi Dergisi, 7(1),1-14.
  • Aslantaş, C. & Pekdemir, I. (2007). Dönüşümcü liderlik, örgütsel vatandaşlık davranışı ve örgütsel adalet arasındaki ilişkileri belirlemeye yönelik görgül bir araştırma. Sosyal Bilimler Dergisi, 1, 261-286.
  • Aslan, Ş. (2009). Karizmatik liderlik ve örgütsel vatandaşlık davranışı ilişkisi: “Kurumda çalışma yılı” ve “Ücret” değişkenlerinin rolü. Uluslararası İnsan Bilimi Dergisi, 6( 1), 256-276.
  • Barnard, C.I. (1938). The functıons of executive. Cambridge, MA: Harward University Press.
  • Bass, M. B. (1999). “Two decades of research and development in transformational leadership”. European Journal Of Work And Organızatıonal Psychology, 8 (1), 9-32.
  • Bogotch, I. & Shields, C.M. (2014). Introduction: Do promises of social justice trump paradigms of educational leadership?. International Handbook of Educational Leadership and Social (In) Justice, 1, (p. 1-12). New York: Springer.
  • Bozkurt, B. (2017). A study of developing an assessment tool for social justice leadership behaviors of school principals. Gaziantep UniversityJournal of Social Sciences, 16 (3), 721-732. https://doi.org/10.21547/jss.300050
  • Büyüköztürk, Ş. (2013). Sosyal Bilimler için veri analizi el kitabı (18. Baskı), Ankara: Pegem Akademi.
  • Brooks, J. S., Jean-Marie, G., Normore, A. H., & Hodgins, D. W. (2007). Distributed leadership for social justice: exploring how influence and equity are stretched over an urban high school, Journal Of School Leadership, 17, 378-408.
  • Chen, L.Y. (2008). An Examination of the relationship between leadership behavior and organizational commitment at steel companies. Erişim adresi http://www.huizenga.nova.edu/jame/ examination.htm.
  • Conger, J. A. & Kanungo, R. N. (1988). Charismatic leadership: The elusive factor in organizational effectiveness. San Francisco: Jossey-Bass.
  • Çetin, Ş. (2011).Okul müdürlerinin liderliği ile müdür-öğretmen ilişkisinin öğretmenlerin örgütsel vatandaşlık davranışı üzerindeki etkisi (Yayınlanmış Doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Yönetimi ve Denetimi Bilim Dalı, Ankara.
  • Colquitt, J. A., Lepine, J. & Wesson, M. J. (2011). Organizational behavior: ımproving performance and commitment in the workplace (2nd ed.). NY: McGraw-Hill/Irwin.
  • DiPaola, M. F., Tarter, C. J. & Hoy, W. K. (2005). Measuring organizational citizenship in schools: the OCB scale. Educational Leadership and Reform (pp. 319–342). Greenwich, CN: Information Age.
  • Ehrhart, M. G. (2004). Leadership and procedural justice climate as antecedents of unit-level organizational citizenship behavior, Personnel Psychology, 57(1), 61-94.
  • Falk, R. (2003). Regionalism and world order: the changing global setting. ın theories of new regionalism (pp. 63-80). Palgrave Macmillan, London.
  • Frankel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in education (6th Ed.), New York: McGraw-Hill Int. Ed.
  • Freire, P. (2004). Pedagogy of the oppressed. New York: Continuum Press.
  • Furman, G. C. & Shields, C. M. (2005). How can educational leaders promote and support social justice and democratic community in schools? In W. A. Firestone& C. Riehl (Eds.), A new agenda for research in educational leadership. NY: Teachers College Press, pp. 119-130.
  • Furman, G. (2012). Social justice leadership as Praxis: Developing capacities through preparation programs, Educational Administration Quarterly, 48(2), 191-229.
  • George, J. M. & Brief, A.P. (1992). Feeling good doing good: A conceptual analysis of the moad at work organizational spontaneity relationship. Psychological Bulletin, 112, 310-329.
  • Gewirtz, S. & Cribb, A. (2002). Plural conceptions of social justice: İmplications for policysociology. Journal of Education Policy, 17(5), 499-509.
  • Gürbüz, S. (2006). Örgütsel vatandaşlık davranışı ile duygusal bağlılık arasındaki ilişkilerin belirlenmesine yönelik bir araştırma. Ekonomik ve Sosyal Araştırmalar Dergisi, 3(2), 48-75.
  • Gürbüz, S. & Yüksel, M. (2008). Çalışma ortamında duygusal zekâ: iş performansı, iş tatmini, örgütsel vatandaşlık davranışı ve bazı demografik özelliklerle ilişkisi. Doğuş Üniversitesi Dergisi, 9(2), 174-190.
  • Greenleaf, R. K. (1977). Servant Leadership — A Journey into the Nature of Legitimate Power and Greatness. Paulist Press, www.greenleaf.org.
  • Jacobs, K. & Struyf, E. (2015). A first step toward a comprehensive model of integrated socio-emotional guidance: Investigating the effect of teachers task perception and a supportive network at school. Journal of Educational Research, 108(2), 95–111. http://doi.org/10.1080/00220671.2013.839542.
  • Jean-Marie, G. (2008). Leadership for social justice: an agenda for 21st century schools. The Educational Forum, 72, 340-354.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler, Ankara: 3A eğitim danışmanlık.
  • Katz, D. (1964). Motivational basis of organizational behaviour. Behavioral Science, 9 (2): 131-146.
  • Kıral, E. (2015). Yönetimde karar ve etik karar alma sorunsalı, Adnan Menderes Üniversitesi Eğitim Fakültesi Educational Eğitim Bilimleri Dergisi, 6(2), 73-89.
  • Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141–156. http://doi.org/10.1108/13665620610654577.
  • Marshall, C. & Oliva, M. (2006). Leadership for social justice: Making Revolutions in Education, Boston: Pearson Education.
  • McCabe, N. C. & McCarthy, M. M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201-222.
  • Oplatka, I. (2010). Theplace of “socialjustice” in thefield of educationaladministration: A journal based historical overview of emergentarea of study. (Ed: Ira Bogotch and Carolyn, M. Shields). Internationa l Handbook of Educational Leadership and Social Justice, 1, 15-36. London: Springer.
  • Organ, D.W. (1988). Organizational citizenship behaviour: The good soldier syndroma, MA: Lexington Books.
  • Özdemir, M. (2017). Sosyal adalet liderliği, okula yönelik tutum ve okul bağlılığı arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim Dergisi, 42(191), 267-281.
  • Özdemir, M. & Kütküt, B. (2015). Sosyal adalet liderliği ölçeği’nin (SALÖ) geliştirilmesi: geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16( 3), 201-218.
  • Özdevecioğlu, M. (2003). Örgütsel vatandaşlık davranışı ile üniversite öğrencilerinin bazı demografik özellikleri ve akademik başarıları arasındaki ilişkilerin belirlenmesine yönelik bir araştırma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20, 117-135.
  • Pektaş, V. ve Özdemir, M. (2017). Sosyal adalet liderliği ve okul akademik iyimserliği ilişkisinin öğretmen görüşlerine göre incelenmesi. Ege Eğitim Dergisi (18) 2, 576-601.
  • Polat, S. & Celep, C. (2008). Ortaöğretim öğretmenlerinin örgütsel adalet, örgütsel güven, örgütsel vatandaşlık davranışlarına ilişkin algıları, Kuram ve Uygulamada Eğitim Yönetimi, Sayı 54, ss: 307-331.
  • Rawls, J. (1993). Distributivejustice, justice, A. Ryan(Ed.), New York: Oxford UniversityPress, p. 73-93.
  • Sethi, R. & Compeau, L. (2002). Social construction, organizational identity, and market orientation of the firm. American Marketing Association, 13, 183-184.
  • Simon, H. A. (1968). Administrative behavior. New York: The Macmillan Company.
  • Smith, C. A., Iorgan, D. W. & Near, Y. (1983). "Organizational citizenship behavior: ıts nature and antecedents". Journal of Applied Psychology, 68, 653-663.
  • Şişman, M. (2006). Eğitimde demokrasi ve sosyal adalet: Türkiye eğitim değişmeyen miti, Türk Eğitim Sisteminde Yeni Paradigma Arayışları Bildiriler Kitabı. 4–5 Kasım 2006 Ankara, Eğitim Bir- Sen Yayınları: 16.
  • Taşdan, M. & Yılmaz, K. (2008). Organizational citizenship and organizational justice scales’ adaptation to Turkish. TED Eğitim ve Bilim Dergisi, 33(150), 87- 96.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: toward a theory of social justice leadersip. Educational Administration Quarterly, 43(2), 221-258.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: toward a theory of social justice leadersip. Educational Administration Quarterly, 43(2), 221-258.
  • Turhan, M. (2007) Genel ve mesleki lise yöneticilerinin etik liderlik davranışlarının okullardaki sosyal adalet üzerindeki etkisi, (Doktora tezi). Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ.
  • Van Dyne, L. & LePine, J. A. (1998). Helping and voice extra-role behaviors: evidence of construct and predictive validity. Academy of Management Journal, 41(1), 108-119.
  • Wasonga, T. A. (2009. Leadership practices for social justice, democratic community and learning: school principals’ perspectives. Journal Of School Leadership, 19, 200-224.
  • White, R. E. & Cooper, K. (2014). Towards an understanding of social justice in our schools: globalization, inclusive leadership and the transformation of schooling. In International handbook of educational leadership and social (in) justice (pp. 1063-1079). Springer, Dordrecht.
  • Yukl, G. (2010). Leadership in organizations.(7th Eds.). London: Pearson.

The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours

Yıl 2022, Cilt: 9 Sayı: 2, 88 - 102, 01.03.2022

Bayram Bozkurt

https://doi.org/10.17275/per.22.30.9.2
Cited By: 1

Öz

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.

Anahtar Kelimeler

social justice social justice leadership organizational citizenship behaviour

Kaynakça

  • Acar, Z. A. (2006). Örgütsel yurttaşlık davranışı: kavramsal gelişimi ile kişisel ve örgütsel etkileri. Doğuş Üniversitesi Dergisi, 7(1),1-14.
  • Aslantaş, C. & Pekdemir, I. (2007). Dönüşümcü liderlik, örgütsel vatandaşlık davranışı ve örgütsel adalet arasındaki ilişkileri belirlemeye yönelik görgül bir araştırma. Sosyal Bilimler Dergisi, 1, 261-286.
  • Aslan, Ş. (2009). Karizmatik liderlik ve örgütsel vatandaşlık davranışı ilişkisi: “Kurumda çalışma yılı” ve “Ücret” değişkenlerinin rolü. Uluslararası İnsan Bilimi Dergisi, 6( 1), 256-276.
  • Barnard, C.I. (1938). The functıons of executive. Cambridge, MA: Harward University Press.
  • Bass, M. B. (1999). “Two decades of research and development in transformational leadership”. European Journal Of Work And Organızatıonal Psychology, 8 (1), 9-32.
  • Bogotch, I. & Shields, C.M. (2014). Introduction: Do promises of social justice trump paradigms of educational leadership?. International Handbook of Educational Leadership and Social (In) Justice, 1, (p. 1-12). New York: Springer.
  • Bozkurt, B. (2017). A study of developing an assessment tool for social justice leadership behaviors of school principals. Gaziantep UniversityJournal of Social Sciences, 16 (3), 721-732. https://doi.org/10.21547/jss.300050
  • Büyüköztürk, Ş. (2013). Sosyal Bilimler için veri analizi el kitabı (18. Baskı), Ankara: Pegem Akademi.
  • Brooks, J. S., Jean-Marie, G., Normore, A. H., & Hodgins, D. W. (2007). Distributed leadership for social justice: exploring how influence and equity are stretched over an urban high school, Journal Of School Leadership, 17, 378-408.
  • Chen, L.Y. (2008). An Examination of the relationship between leadership behavior and organizational commitment at steel companies. Erişim adresi http://www.huizenga.nova.edu/jame/ examination.htm.
  • Conger, J. A. & Kanungo, R. N. (1988). Charismatic leadership: The elusive factor in organizational effectiveness. San Francisco: Jossey-Bass.
  • Çetin, Ş. (2011).Okul müdürlerinin liderliği ile müdür-öğretmen ilişkisinin öğretmenlerin örgütsel vatandaşlık davranışı üzerindeki etkisi (Yayınlanmış Doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Yönetimi ve Denetimi Bilim Dalı, Ankara.
  • Colquitt, J. A., Lepine, J. & Wesson, M. J. (2011). Organizational behavior: ımproving performance and commitment in the workplace (2nd ed.). NY: McGraw-Hill/Irwin.
  • DiPaola, M. F., Tarter, C. J. & Hoy, W. K. (2005). Measuring organizational citizenship in schools: the OCB scale. Educational Leadership and Reform (pp. 319–342). Greenwich, CN: Information Age.
  • Ehrhart, M. G. (2004). Leadership and procedural justice climate as antecedents of unit-level organizational citizenship behavior, Personnel Psychology, 57(1), 61-94.
  • Falk, R. (2003). Regionalism and world order: the changing global setting. ın theories of new regionalism (pp. 63-80). Palgrave Macmillan, London.
  • Frankel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in education (6th Ed.), New York: McGraw-Hill Int. Ed.
  • Freire, P. (2004). Pedagogy of the oppressed. New York: Continuum Press.
  • Furman, G. C. & Shields, C. M. (2005). How can educational leaders promote and support social justice and democratic community in schools? In W. A. Firestone& C. Riehl (Eds.), A new agenda for research in educational leadership. NY: Teachers College Press, pp. 119-130.
  • Furman, G. (2012). Social justice leadership as Praxis: Developing capacities through preparation programs, Educational Administration Quarterly, 48(2), 191-229.
  • George, J. M. & Brief, A.P. (1992). Feeling good doing good: A conceptual analysis of the moad at work organizational spontaneity relationship. Psychological Bulletin, 112, 310-329.
  • Gewirtz, S. & Cribb, A. (2002). Plural conceptions of social justice: İmplications for policysociology. Journal of Education Policy, 17(5), 499-509.
  • Gürbüz, S. (2006). Örgütsel vatandaşlık davranışı ile duygusal bağlılık arasındaki ilişkilerin belirlenmesine yönelik bir araştırma. Ekonomik ve Sosyal Araştırmalar Dergisi, 3(2), 48-75.
  • Gürbüz, S. & Yüksel, M. (2008). Çalışma ortamında duygusal zekâ: iş performansı, iş tatmini, örgütsel vatandaşlık davranışı ve bazı demografik özelliklerle ilişkisi. Doğuş Üniversitesi Dergisi, 9(2), 174-190.
  • Greenleaf, R. K. (1977). Servant Leadership — A Journey into the Nature of Legitimate Power and Greatness. Paulist Press, www.greenleaf.org.
  • Jacobs, K. & Struyf, E. (2015). A first step toward a comprehensive model of integrated socio-emotional guidance: Investigating the effect of teachers task perception and a supportive network at school. Journal of Educational Research, 108(2), 95–111. http://doi.org/10.1080/00220671.2013.839542.
  • Jean-Marie, G. (2008). Leadership for social justice: an agenda for 21st century schools. The Educational Forum, 72, 340-354.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler, Ankara: 3A eğitim danışmanlık.
  • Katz, D. (1964). Motivational basis of organizational behaviour. Behavioral Science, 9 (2): 131-146.
  • Kıral, E. (2015). Yönetimde karar ve etik karar alma sorunsalı, Adnan Menderes Üniversitesi Eğitim Fakültesi Educational Eğitim Bilimleri Dergisi, 6(2), 73-89.
  • Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141–156. http://doi.org/10.1108/13665620610654577.
  • Marshall, C. & Oliva, M. (2006). Leadership for social justice: Making Revolutions in Education, Boston: Pearson Education.
  • McCabe, N. C. & McCarthy, M. M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201-222.
  • Oplatka, I. (2010). Theplace of “socialjustice” in thefield of educationaladministration: A journal based historical overview of emergentarea of study. (Ed: Ira Bogotch and Carolyn, M. Shields). Internationa l Handbook of Educational Leadership and Social Justice, 1, 15-36. London: Springer.
  • Organ, D.W. (1988). Organizational citizenship behaviour: The good soldier syndroma, MA: Lexington Books.
  • Özdemir, M. (2017). Sosyal adalet liderliği, okula yönelik tutum ve okul bağlılığı arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim Dergisi, 42(191), 267-281.
  • Özdemir, M. & Kütküt, B. (2015). Sosyal adalet liderliği ölçeği’nin (SALÖ) geliştirilmesi: geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16( 3), 201-218.
  • Özdevecioğlu, M. (2003). Örgütsel vatandaşlık davranışı ile üniversite öğrencilerinin bazı demografik özellikleri ve akademik başarıları arasındaki ilişkilerin belirlenmesine yönelik bir araştırma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20, 117-135.
  • Pektaş, V. ve Özdemir, M. (2017). Sosyal adalet liderliği ve okul akademik iyimserliği ilişkisinin öğretmen görüşlerine göre incelenmesi. Ege Eğitim Dergisi (18) 2, 576-601.
  • Polat, S. & Celep, C. (2008). Ortaöğretim öğretmenlerinin örgütsel adalet, örgütsel güven, örgütsel vatandaşlık davranışlarına ilişkin algıları, Kuram ve Uygulamada Eğitim Yönetimi, Sayı 54, ss: 307-331.
  • Rawls, J. (1993). Distributivejustice, justice, A. Ryan(Ed.), New York: Oxford UniversityPress, p. 73-93.
  • Sethi, R. & Compeau, L. (2002). Social construction, organizational identity, and market orientation of the firm. American Marketing Association, 13, 183-184.
  • Simon, H. A. (1968). Administrative behavior. New York: The Macmillan Company.
  • Smith, C. A., Iorgan, D. W. & Near, Y. (1983). "Organizational citizenship behavior: ıts nature and antecedents". Journal of Applied Psychology, 68, 653-663.
  • Şişman, M. (2006). Eğitimde demokrasi ve sosyal adalet: Türkiye eğitim değişmeyen miti, Türk Eğitim Sisteminde Yeni Paradigma Arayışları Bildiriler Kitabı. 4–5 Kasım 2006 Ankara, Eğitim Bir- Sen Yayınları: 16.
  • Taşdan, M. & Yılmaz, K. (2008). Organizational citizenship and organizational justice scales’ adaptation to Turkish. TED Eğitim ve Bilim Dergisi, 33(150), 87- 96.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: toward a theory of social justice leadersip. Educational Administration Quarterly, 43(2), 221-258.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: toward a theory of social justice leadersip. Educational Administration Quarterly, 43(2), 221-258.
  • Turhan, M. (2007) Genel ve mesleki lise yöneticilerinin etik liderlik davranışlarının okullardaki sosyal adalet üzerindeki etkisi, (Doktora tezi). Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ.
  • Van Dyne, L. & LePine, J. A. (1998). Helping and voice extra-role behaviors: evidence of construct and predictive validity. Academy of Management Journal, 41(1), 108-119.
  • Wasonga, T. A. (2009. Leadership practices for social justice, democratic community and learning: school principals’ perspectives. Journal Of School Leadership, 19, 200-224.
  • White, R. E. & Cooper, K. (2014). Towards an understanding of social justice in our schools: globalization, inclusive leadership and the transformation of schooling. In International handbook of educational leadership and social (in) justice (pp. 1063-1079). Springer, Dordrecht.
  • Yukl, G. (2010). Leadership in organizations.(7th Eds.). London: Pearson.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Bayram Bozkurt 0000-0002-9184-0878

Yayımlanma Tarihi 1 Mart 2022
Kabul Tarihi 24 Ağustos 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 2

Kaynak Göster

APA Bozkurt, B. (2022). The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours. Participatory Educational Research, 9(2), 88-102. https://doi.org/10.17275/per.22.30.9.2

Cited By

Scale of Social Justice Leadership During Distance Education: A Validity and Reliability Study
Academy Journal of Educational Sciences
https://doi.org/10.31805/acjes.1170903
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