Effects of Teachers’ Organizational Justice Perceptions on Intention to Quit: Mediation Role of Organizational Identification

Abstract

This research aims to discover the effects of teachers’ organizational justice perceptions on intention to quit as well as the mediation role of teachers’ organizational identification in this process. Interactions between research variables were measured using structural equation models. The sample used comprised teachers working at primary and secondary public schools in the Çankaya district of Ankara, Turkey. Data were collected through questionnaires completed by 292 teachers who participated voluntarily. Participants were selected according to a random sampling technique. The collected data were analyzed using linear regression and multiple correlation analyses. The findings indicate significant relationships between all research variables. Teachers’ procedural, distributive, interpersonal, and informational justice perceptions have a positive predictive effect on organizational identification. Distributive and interpersonal justice perceptions coupled with organizational identification have a negative predictive effect on teachers’ intention to quit. Organizational identification fully mediates the predictive effect of distributive justice perception on intention to quit; however, it partially mediates the predictive effect of interpersonal justice perception on intention to quit.