This study aims to examine the effects of school principals' empowering leadership style on teachers' job satisfaction by focusing on the mediating effect of trust and psychological empowerment. Researchers of this study developed hypotheses and proposed a model based on theoretical explanations and obtained results. The proposed model was later tested by SEM (Structural Equation Modeling) analysis. The population of the research consists of teachers working in the central districts of Denizli, and the sample of the research consists of 401 teachers who were determined randomly from this population and participated in the research voluntarily. The analyses revealedthat school principals' empowering leadership behaviors positively, significantly predicted teachers' job satisfaction, trust in principal, and perceptions of psychological empowerment. In addition, it was determined that trust and psychological empowerment have a mediating effect on the relationship between empowering leadership behaviors and job satisfaction. The obtained results were compared with the results of the relevant research, and recommendations were made for future policies and practices.

The purpose of this study is to examine the relationship between primary school teachers' perceptions of organizational justice and job satisfaction. Design & Methodology: This research was conducted in a relational screening model to determine the relationship between primary school teachers' perceptions of organizational justice and job satisfaction. The sample of the research is composed of 542 teachers selected by proportionate cluster sampling method from the teachers working in the central districts of Mersin (Mezitli, Toroslar, Yenişehir, Akdeniz). Information about perceptions of organizational justice of Elementary School Teachers' were collected with "Organizational Justice Scale", Information about Job Satisfaction of Elementary School Teachers' were collected with "Minnesota Job Satisfaction Scale". Findings: It has been found out that teachers in the survey are above the middle level of organizational justice perceptions and job satisfaction averages. As a result of the multiple linear regression analysis related to the job satisfaction of organizational justice perception; teachers' perceptions of distribuational justice and procedurel justice contributed significantly to the teachers' sense of job satisfaction, and perception of interction justice did not provide meaningful contribution to the model Implications & Suggestions: As a result of the multiple linear regression analysis carried out to determine the relationship between organizational justice and job satisfaction. It is determined that percepiton of distributional justice and procedural justice are significant predictors of job satisfaction and perception of interactional justice has not significant effect on job satisfaction. When standardized regression coefficients prioritized according to the effect on job satisfaction, it is perception of distributional justice, perception of procedural justice respectively. Also it has been determainded that 18% of the variance of teachers' job satisfaction is explained by organizational justice perceptions.

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Öz: Bu araştırmanın temel amacı okul müdürlerinin güçlendirici liderliği ne düzeyde sergilediklerine ilişkin öğretmen algılarının belirlenmesidir. Tarama modelinde gerçekleştirilen bu çalışmanın evreni, Malatya ili merkez ilçeleri olan Battalgazi ve Yeşilyurt'taki ilkokul, ortaokul ve liselerde görev yapan 6342 öğretmenden oluşmaktadır. Örneklemini ise evreni temsil eder nitelikte belirlenen 321 öğretmen oluşturmaktadır. Araştırmanın verileri Güçlendirici Liderlik Ölçeği aracılığı ile toplanmıştır. Verilerin analizinde t testi ve tekyönlü varyans analizinden yararlanılmıştır. Araştırma sonucunda, okul müdürlerinin güçlendirici liderliğine ilişkin öğretmen algılarının yüksek düzeyde olduğu, okul müdürlerinin güçlendirici liderliğini erkek öğretmenlerin kadın öğretmenlerden; bir yıl ile dört yıl ve üzeri süreyle okul müdürüyle birlikte çalışan öğretmenlerin iki yıl birlikte çalışan öğretmenlerden daha olumlu algıladıkları; ancak hizmet süresi (kıdem), branş ve okul türü değişkenlerine göre anlamlı farklılık göstermediği belirlenmiştir. Anahtar Kelimeler: Okul müdürü, liderlik, güçlendirici liderlik Teacher Perception on the Empowering Leadership of School PrincipalsAbstract: The main purpose of this study is to determine teacher perceptions on what level the school principals exhibit empowering leadership. The population of this study designed in survey model covers 6342 teachers working in primary, secondary and high schools in Battalgazi and Yeşilyurt, the central districts of the province of Malatya. 321 teachers selected to represent this population constitute the sample. Data were collected through the Empowering Leadership Scale. In data analyses were utilized T-test and One-way Analysis of Variance (ANOVA). As a result, it was revealed that teacher perceptions regarding the empowering leadership of school principals are high, male teachers and teachers working with the school principal for one to four years and over perceive the empowering leadership of their school principals more positively than female teachers and teachers working for two years, respectively; however, their perceptions did not significantly differ according to seniority, branch and school type variables.

The relationship between teachers' burnout and life satisfaction has been tried to be revealed within this study. Moreover, this relationship between teachers' burnout and life satisfaction has also been analyzed by means of some demographic variables. The universe for this study consists of 9942 teachers from primary, secondary and high schools located in Toroslar, Akdeniz, Yenişehir and Mezitli cities of Mersin province while the sample includes 296 of them selected via randomly sampling method. The study has been designed by using both causal comparative and correlational models. As a result, it is found that teachers' burnout levels differ significantly prior to their teaching year and school type, while this is not valid for gender variable; however, only the gender variable has significant difference on teachers' life satisfaction. Moreover, teachers' burnout significantly predicts their life satisfaction, the % 32 of total variance related to teachers' life satisfaction can be explained via burnout level.