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Context 1
... second sub-problem of the research is "What is the level of school belonging of high school students?". The mean and standard deviation values obtained from the responses of the participant students to the School Belonging Scale are presented in Table 2. When Table 2 is examined, it has been determined that the arithmetic mean of participants' views on the whole scale (SBS) is 3.53, at the level of "Mostly Agree", the arithmetic mean of participant's views on the "Sense of Belonging" sub-dimension is 3.58, at the level of "Mostly Agree", the arithmetic mean of participant's views on the "Sense of Rejection" sub-dimension is 3.41, at the level of "Mostly Agree". ...Context 2
... mean and standard deviation values obtained from the responses of the participant students to the School Belonging Scale are presented in Table 2. When Table 2 is examined, it has been determined that the arithmetic mean of participants' views on the whole scale (SBS) is 3.53, at the level of "Mostly Agree", the arithmetic mean of participant's views on the "Sense of Belonging" sub-dimension is 3.58, at the level of "Mostly Agree", the arithmetic mean of participant's views on the "Sense of Rejection" sub-dimension is 3.41, at the level of "Mostly Agree". ...Citations
... Students who receive teacher support in participating in extracurricular activities have a significantly higher sense of school belonging (Hughes & Chen, 2011). In the research of Cinar and Nayır (2022), high school students felt a sense of belonging to the school in line with the perceived leadership from school principals. Students' needs for connection and belonging are met in a school environment that implements strict discipline policies and provides student support (Cornell et al., 2016). ...
In this study, it was aimed to determine the opinions of the students who participated in the band activities about school belonging. Phenomenological research design, one of the qualitative research methods, was used in the research. The study group consisted of high school students studying in Aksaray/Eskil and participating in band activities. The content analysis method was applied to evaluate the data collected using a semi-structured interview form. According to the research findings, themes were determined as "activity", "socialization", "success", "emotion" and "support". The students who participated in the band activities had the opportunity to represent their school on national festivals. The students gained acquaintance, recognition and acquiring making friends during their band practice. Students who found the environment to discover their talents and to realize themselves experienced the pleasure of success. Students band felt a sense of belonging to the study group and school by being appreciated by the environment they lived in. In this process, students were supported by their families, environment, and teachers. The students expressed similar thoughts regardless of the duration of the band practice. As a result of the research, it was seen that participation in band activities had a positive effect on school belonging.
Purpose
The purpose of this study is to determine how the principals’ social justice leadership (SJL) indirectly affects the connection between teachers’ collectivism (CL) and their wellbeing (WB). The hypotheses we developed in this context: Hypothesis 1: There is a direct and significant relationship between teachers’ CL and school principals’ SJL Hypothesis 2: There is a direct and significant relationship between teachers’ CL and teachers’ WB Hypothesis 3: There is a direct and significant relationship between school principals’ SJL and teachers’ WB. Hypothesis 4: School principals’ SJL has a mediating role between teachers’ CL and teachers’ WB.
Design/methodology/approach
This study employed a cross-sectional quantitative design to investigate its objectives. Firstly, descriptive statistics, reliability coefficients and correlation analysis were performed, followed by structural equation modeling path analysis to evaluate the direct effects among the model variables (i.e. collectivism, social justice leadership and wellbeing) in AMOS.
Findings
First, based on the findings of the current study, we confirm that CL significantly and positively influences school principals’ SJL. Second, we found that principals’ SJL significantly and highly influenced teachers’ WB Third, we examine the link between teachers’ levels of CL and WB. According to our findings, there is a moderate positive correlation between teachers’ CL levels and WB levels. Finally, our results show SJL of school principals indirectly influences the impact of teachers’ CL on teachers’ WB by first discovering of SJL of school leaders’ fully mediating role in the related literature.
Research limitations/implications
There are measures of collectivism, social justice leadership and well-being based on the self-ratings of the teachers participating in the study. Therefore, the focus is on teachers’ subjective thoughts and perceptions of collectivism, social justice leadership and well-being. Our research is the first to demonstrate the complete mediating role of principals’ social justice leadership in the relationship between teachers’ collectivist values and their well-being.
Practical implications
Given the existing literature, we believe that collectivism’s emphasis on social solidarity and loyalty may be helpful in its interactions with social justice leadership or teacher well-being. Furthermore, this study contributes to the literature on educational administration by providing a local perspective on social justice leadership in light of the country’s cultural peculiarities. As a result, we inform education policymakers in Turkey and other countries similar to Turkey about the need of training school principals in social justice leadership while taking cultural aspects into consideration.
Social implications
Social justice leadership, which focuses on the needs and development of disadvantaged students, is distinguished by the support of collectivist culture in countries such as Turkey, and social justice leadership has a positive impact on teacher wellbeing, which is beneficial to student success.
Originality/value
Our research is the first to demonstrate the complete mediating role of principals’ social justice leadership in the relationship between teachers’ collectivist values and their wellbeing. In addition to highlighting the need for leadership in schools, this study contributed to the literature by being the first to emphasize the importance of social justice leadership in the relationship between collectivist culture and teacher wellbeing.
Bu çalışmanın amacı, online veri tabanı Web of Science (WoS) listesinde yer alan araştırmalar kapsamında sosyal adalet liderliği alanında yapılmış araştırmaların bibliyometrik analiz ile incelenmesidir. Belirlenen kriterler doğrultusunda analizler yapılmış ve veriler Vosviewer yazılımı kullanılarak görselleştirilmiştir. İncelenen makalelerin WoS atıfları temel alınarak yapılan analiz sonucuna göre, sosyal adalet liderliği alanında yapılan çalışmaların 2003 yılı sonrasında başladığı, konu ile ilgili çalışmaların özellikle 2017 ve 2023 yılları arasında yoğunlaştığı görülmüştür. Bu konuda en çok yayın üreten ülkeler sıralamasında ise ilk sırada Amerika Birleşik Devletleri yer almaktadır. Sosyal adalet liderliği konulu araştırmalarda en çok makale üreten, en fazla atıf alan ve h-indeks’i en yüksek olan yazarların Forde ve Torrance olduğu belirlenmiştir. Veri tabanında en çok yayın yapan kaynak sırlamasının başında ise “Research in Educational Administration & Leadership” dergisi gelirken en çok atıf alan kaynaklar sıralamasının başında “Educational Administration Quarterly” dergisinin geldiği sonucuna ulaşılmıştır. Araştırmanın bir diğer sonucuna göre bu konuda yayınlanan bilimsel çalışmalarda en çok kullanılan anahtar kelimelerin merkezinde “Educational-Leadership” kavramı ön plana çıkarken, bunu sırasıyla “Schools”, “Education” ve “Equity” kelimeleri takip etmektedir. Yayınlardaki ilgili temalara dayalı oluşan tematik haritanın sağ alt çeyrek kümesinde ise sosyal adalet liderliğinin merkez bir konumda yer aldığı saptanmıştır. Alanda bu konuda benzer yöntem ile yapılan çalışmaların kısıtlı olmasından dolayı mevcut çalışmanın sonraki araştırmacılara pratik çıkarımlar sunacağı düşünülmektedir. Ayrıca bu çalışmanın bulguları, sosyal adalet liderliği kavramının eğitim bilimleri alanında farklı bileşenler ve yöntemler kullanılarak üzerinde çalışılabilecek önemli bir konu olduğunu göstermektedir.
Bu araştırmada ortaokul öğrencilerinin okul spor takımlarına katılma durumlarına göre okula aidiyet duygularının incelenmesi amaçlanmıştır. Araştırmanın örneklemini, 2022-2023 eğitim-öğretim yılında İzmir'de öğrenimlerine devam eden, basit tesadüfi örneklemiyle seçilmiş 375 ortaokul öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak "Okul Aidiyet Duygusu Ölçeği" kullanılmıştır. Ölçeğin okula bağlılık ve reddedilmişlik duygusu olmak üzere 2 boyutu bulunmaktadır. Verilerin analizinde tanımlayıcı istatistikler, t testi ve ANOVA testi yapılmış, verilerin yorumlanmasında .05 anlamlılık düzeyi dikkate alınmıştır. Araştırma bulgularına göre; okula bağlılık boyutunda olumlu, reddedilmişlik duygusunun ortalama düzeyde ve ölçeğin genelinde olumlu okula aidiyet duygusu tespit edilmiştir. Okul spor takımlarında yer alan öğrencilerin okula aidiyet duyguları spor yapmayan öğrencilerden daha olumlu bulunmuştur. Kız ve erkek öğrencilerin okula aidiyet duyguları benzer düzeyde ölçülmüştür. 8. sınıf öğrencilerinin okula aidiyet puanları diğer sınıf seviyelerinden daha düşük olduğu görülmüştür. Aile gelir durumu değişkeni için okula bağlılık boyutunda, orta gelir seviyesinde ki öğrencilerin puanları alt gelir durumundaki öğrencilerden daha yüksek olduğu tespit edilmiştir. Araştırma sonucunda, okul spor takımlarına katılımın okul aidiyet duygusunu olumlu yönde etkilediği görülmüştür. Bu sonuçlar doğrultusunda okula aidiyet duygusunun olumlu yönde gelişim göstermesi için ortaokul öğrencilerinin okul spor takımlarına yönlendirilmesi önerilir.
