Abstract
This study intends to analyze the relation between organizational justice and organizational identification based on teachers' perceptions. The study group consists of 1223 teachers working at secondary and high-schools during the 2015-2016 academic year in 14 county towns of Balikesir in Turkey. The data was collected by Organizational Justice Scale and Organizational Identification Scale. The findings of the study showed that secondary and high school teachers have positive opinions concerning organizational justice and identification. Teachers' perceptions of organizational justice differ significantly according to their seniority and workplaces. All sub-dimensions of organizational justice were found to be a significant predictor of organizational identification, yet the sub-dimension of procedural justice was found to be the most significant one. Another strong predictor of organizational identification appeared to be interactional justice. Lastly, it was found that distributive justice has little effect on organizational identification.
Highlights
Positive and effective human relations at educational institutions are of paramount importance for organizational and administrative success
Numerous studies have focused on the relation between organizational justice and other organizational variables, and organizational identification and other variables separately [6, 7] few studies have dealt with organizational justice and identification together [8,9,10,11]
Numerous studies have recently been conducted investigating the relation between the two factors. They generally have revealed that if employees have a high perception of organizational justice, organizational identification takes place far more [10, 11]
Summary
Positive and effective human relations at educational institutions are of paramount importance for organizational and administrative success. The relation between organizational identification and organizational commitment and prestige [1], organizational support and work stress [2], cynicism and intention to quit job [3], job satisfaction [4], organizational support and cynicism [5] have all been studied. Numerous studies have focused on the relation between organizational justice and other organizational variables, and organizational identification and other variables separately [6, 7] few studies have dealt with organizational justice and identification together [8,9,10,11]. The present study focuses on the relation between the two, organizational justice and identification, at schools, which are educational organizations. It mainly intends to investigate the connection between the school administrators’ fair treatment to teachers and organizational identification at secondary and high schools
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