The Relationship between School Administrators' Social Justice Leadership and Teachers' Stigmatization Tendencies

This study aims to explore the relationship between school administrators’ social justice leadership and the stigmatization tendencies of teachers. To achieve this aim, the study employed a correlational survey design within the scope of quantitative research methods. The population of the study comprises 2,075 teachers employed in the Arnavutköy district of İstanbul Province in the 2023–2024 academic year. The study sample consists of 385 teachers selected through the simple random sampling method. Two measurement tools—the Social Justice Leadership Scale and the Stigma Scale—were utilized to obtain the research data. Descriptive statistical techniques and Pearson correlation analysis were employed to analyze the data. Results indicated a low but significant negative correlation between the social justice leadership practices of school administrators and the stigmatization tendencies exhibited by teachers. Considering the potential of social justice leadership in combating stigmatization, it is recommended to provide social justice leadership training to school administrators.