درجة ممارسة مديري المدارس في تربية قصبة المفرق للقيادة التشاركية وعلاقتها بتحقيق العدالة التنظيمية للمعلمين
This study aimed at identifying the degree of practicing participative leadership by school principals in Al-Mafraq District of Education and its relationship to teachers' organizational Justice. It also aimed to identify the effect of the (gender, academic degree, and years of experience) variables thereto. The researcher employed the descriptive method, and the study sample consisted of (304) male and female teachers, who were chosen by the simply random way. To achieve the study objectives, an instrument consisting of two axes was constructed. 1) Axis was allocated to measure participative leadership by the school principals in Al-Mafraq District of Education, which consisted of (31) items distributed over four domains. 2) Axis was to measure the teachers' organizational justice, which consisted of (28) items distributed over three domains. The researcher verified the validity and reliability of the instrument. The results showed that: 1) The degree of practicing participative leadership by school principals in Al-Mafraq District of Education was high, and there were statistically significant differences attributed to the sex variable, in favor of the males. On the other hand, there were no differences ascribed to the effect of the academic degree and years of experience variables concerning the participative leadership. 2) The degree of achieving the teachers' organizational justice was high, as well as statistically significance differences attributed to the sex variable, in favor of the males. The results also did not show differences attributed to the academic degree and years of experience variables in terms of achieving the teachers' organizational justice. Furthermore, the results showed a positive (direct) relationship between the domains of practicing participative leadership by school principals in Al-Mafraq District of Education and achieving the teachers' organizational justice. 3) The results indicated a positive correlational relationship degree of practicing participative leadership by school principals in Al-Mafraq District of Education and the degree of achieving the teachers' organizational Justice. (Author’s abstract)