A Qualitative Investigation on the Views of School Principals and Teachers about Organizational Justice in Evaluation Process

Abstract

Evaluation which is an important factor during the development of teaching-learning process is providing students a quality education while it offers teachers the opportunity of improving themselves. The fairness of the evaluation that affects these two process significantly increases organizational efficiency like organizational productivity, organizational commitment and job satisfaction. In this study, administrators' and teachers’ perceptions related to organizational justice in evaluation process in Aydin Anatolian High Schools were examined. The research was designed as a qualitative study and has been performed through interviews. The data were gathered from 7 administrators and 14 teachers by semi structured interview method. Six questions were asked to administrators related to organizational justice in evaluation process. Content and descriptive analysis techniques were used to analyze the data. According to findings, school administrators perceive the concept of organizational justice in evaluation process as “giving employees what they deserve in the organization, being at an equal distance to all, being fair in distribution of courses and behaving according to the legislation”. The teachers at Anatolian high schools define the justice as “equality, fairness, valuing according to efforts and quality of teachers”. The administrators emphasize that they are fair regarding the distribution of the courses. However, it is referred from the research that administrators are not fair with teachers from the point of distributive justice in evaluation process. It is seen that the perception of teachers related to the organizational justice is not as totally fair. The common point that both administrators and teachers have is necessity of the standard criteria in evaluation process.