القيادة المتسامية لدى قادة مدارس التعليم العام وعلاقتها بالعدالة التنظيمية
The aim of this research is to know the extent of the relationship between transcendental leadership and organizational justice in public education schools from the teachers' point of view. a teacher with a percentage of (94.31%) of the original community; The questionnaire was used as a tool for data collection and it consisted of two axes: the first to measure the dimensions of transcendent leadership (behavioral, values and directives, and ethical transcendence) and the second axis to measure organizational justice (procedural, distributive, interactive). The degree of practicing the dimensions of transcendental leadership among secondary school leaders came with a high degree of practice with arithmetic averages, respectively (09.3; 13,3; 12,3) out of (5), while the degree of practicing the dimensions of organizational justice among school leaders came with a high degree of practice with averages Arithmetic according to the order (54.3; 54, 3; 39,2) of (5), there are no statistically significant differences at the significance level (0.05) for the degree to which secondary school leaders practice the dimensions of transcendental leadership, and there are no statistically significant differences In the averages of the responses of the research sample according to the different years of service on the dimension of values and attitudes, and after the moral elevation at the level (0.05), there are statistically significant differences in the averages of the responses of the research sample according to the different years of service on the dimension of behaviors and the total degree of transcendental leadership at the level (0.05), there are no statistically significant differences at level (0.05) between the averages of teachers’ responses about their appreciation of the level of organizational justice among school leaders due to the difference in scientific specialization, there are statistically significant differences at the significance level (05,0) between the averages of teachers’ responses about their appreciation of the dimensions of organizational justice among school leaders that are attributed Due to the different years of service, there were no statistically significant differences at the significance level (0.05) for teachers’ responses about their appreciation of the dimensions of organizational justice for school leaders in each of the two dimensions (procedural justice and interactive justice) due to academic qualification, and there was a moderate (direct) correlation It is statistically significant at level (0.05) between the level of transcendent leadership practice among secondary school leaders in Bisha governorate and the degree of achieving dimensions of organizational justice among teachers. In light of these results, the research presented a number of recommendations. (Published abstract)