Abstract
O presente estudo pretende contribuir para a compreensão da moralidade em contextos profissionais, ao investigar a sua relação com as percepções de justiça. 69 professores do ensino básico e secundário preencheram um questionário contendo perguntas abertas. A análise de conteúdo mostrou que a maioria dos participantes (75%) mencionou espontaneamente regras de justiça procedimental (Leventhal, 1980), sendo a regra de ética a mais frequentemente referida. Os dilemas mais referidos envolviam a reacção a transgressões (Wark & Krebs, 1996). Estes resultados são discutidos considerando a necessidade de organizações socialmente responsáveis e orientadas por princípios éticos reconhecerem as experiências morais e as percepções de justiça dos seus trabalhadores.
Highlights
IntroductionMyyry and Helkama (2002) managed to explore that intersection, by conducting a study in which the use of procedural justice rules (Leventhal, 1980) in individual moral reasoning was investigated
Morality and justice have, over the years and in an independent fashion, been raising the interest of researchers coming from many different geographical and academic areas, the intersection of these two domains of study requires further investigation, as the relationship between the two constructs has been clearly enunciated (Kohlberg, 1981).Myyry and Helkama (2002) managed to explore that intersection, by conducting a study in which the use of procedural justice rules (Leventhal, 1980) in individual moral reasoning was investigated
Considering the demonstrated context sensitivity of the procedural justice rules, we propose to investigate the following hypothesis: H2: The reference to specific procedural justice rules will be related to the type of moral dilemma reported
Summary
Myyry and Helkama (2002) managed to explore that intersection, by conducting a study in which the use of procedural justice rules (Leventhal, 1980) in individual moral reasoning was investigated. The authors found that individuals made use of less procedural justice rules in hypothetical dilemmas than in self-generated ones. This result suggests the potential underestimation of the importance of the role played by procedural justice rules in real-life morality due to the almost exclusive reliance on hypothetical dilemmas in research articles. Designed to elicit individuals’ highest level of competence, the dominant methodology used to assess moral reasoning and development has consisted of: first, confronting subjects with classical philosophical and hypothetical dilemmas; asking them a set of probing questions; scoring the ideas and thoughts expressed according to established rules (Colby et al, 1987)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
