The Influence of Social Justice Leadership of School Heads on the Occupational Satisfaction of Basic Education Teachers

This study aimed to determine the relationship between the perceived social justice leadership of school heads and occupational satisfaction of basic education teachers in Sta. Maria East District, Sta. Maria, Davao Occidental. This study utilized the descriptive-correlational design with one hundred basic education teachers selected using quota sampling technique. In gathering data, the researcher adapted a survey questionnaire both for the social justice leadership and occupational satisfaction. Ethical considerations were observed in data collection. The collated data were subjected to statistical tests such as mean, Pearson’s r and multiple linear regression. Findings showed that the extent of perceived social justice leadership of school heads is extensive, which means that the perceived social justice leadership of school heads is oftentimes manifested. The extent of occupational satisfaction of basic education teachers is extensive, which means that their occupational satisfaction is oftentimes manifested. There was a moderate significant relationship between the perceived social justice leadership and occupational satisfaction. The indicators of social justice leadership that influenced the occupational satisfaction were equitable resource distribution, inclusive decision-making, and anti- discrimination policies and practices. With this, the Department of Education should revisit the policy for fair and competitive teacher compensation, benefits, and working conditions.