Investigation of the Relationship Between Teachers’ Teacher Agency and Social Justice Perceptions at Schools

Year 2025, Volume: 42 Issue: 2, 133 - 153, 25.08.2025

Tuğrul Kaval Saadet Kuru Çetin

https://doi.org/10.52597/buje.1626967

Abstract

The purpose of this study is to examine the relationship between teachers’ agentic behaviors and their perceptions of social justice in schools. For this purpose, the “Teacher Agency Scale” developed by Liu et al. (2016) and adapted into Turkish by Bellibaş et al. (2019), and the “Social Justice in Schools Scale” developed by Karacan et al. (2015), were employed. The sample of the study consisted of 429 teachers working in Muğla province during the 2023–2024 academic year. The scales were administered to the participants via online platforms. Descriptive statistics were used to determine the levels of teachers’ perceptions of social justice and agentic behaviors, while percentages and frequencies were employed to analyze demographic information. Assuming that teachers’ perceptions of social justice and agentic behaviors were normally distributed, independent samples t-tests were applied to examine whether these differed by gender, and one-way ANOVA was used to analyze differences according to school level, number of students, years of service, and teaching field.

Keywords

agency , teacher agency , change , social justice

Öğretmenlerin Öğretmen Failliği ile Okullarda Sosyal Adalet Algıları Arasındaki İlişkinin İncelenmesi

Abstract

Çalışmanın amacı öğretmenlerin faillik davranışları ile okulda sosyal adalet algıları arasındaki ilişkiyi incelemektir. Bu çalışmada, öğretmenlerin okullarda öğretmen failliği ile sosyal algıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu amaçla Liu, vd. (2016) tarafından geliştirilen ve Bellibaş vd. (2019) tarafından Türkçeye uyarlanan “Öğretmen Failliği Ölçeği” ve Karacan vd. (2015) tarafından geliştirilen “Okullarda Sosyal Adalet Ölçeği” kullanılmıştır. Araştırmanın örneklemi, 2023-2024 eğitim öğretim yılında Muğla ilinde görev yapmakta olan 429 öğretmenden oluşmaktadır. Ölçek formları katılımcılara çevrimiçi platformlar üzerinden uygulanmıştır. Verilerin analizi ise Öğretmenlerin sosyal adalet algılarının ve faillik davranışlarının düzeyini belirlemek için betimsel istatistiklere, kişisel bilgilerin analizinde ise yüzde ve frekansa başvurulmuştur. Öğretmenlerin okullarda sosyal adalet algılarının ve faillik davranışlarının normal dağılım gösterdikleri varsayımıyla cinsiyete göre farklılaşıp farklılaşmadığı bağımsız örneklem t testi kullanılarak, okul kademesi, okulun öğrenci sayısı, hizmet yılı ve branş değişkenlerine göre farklılaşıp farklılaşmadığı ise tek yönlü varyans analiz (ANOVA) kullanılarak belirlenmiştir.

Keywords

Faillik , öğretmen failliği , değişim , sosyal adalet

Ethical Statement

çalışmanın etik izinleri alınmıştır.

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