The Prediction of Perceived Organizational Justice of Teachers based on the Components of Organizational Culture: A new strategy for improving School Management

Abstract

Perceived justice is a term used to describe the role of justice directly related to job positions. Organizations need effective and efficient staff to achieve their goals of comprehensive growth and development. In general, the efficiency and effectiveness of organizations depend on the efficiency and effectiveness of human resources. Schools are one of the most important institutions in the field of education and play an important role in maintaining the valuable knowledge and educational health of students. Inadequate utilization of school resources, especially human resources, will limit the quality and delivery of services. Lack of efficient and effective knowledge promotion services not only reduces quality of life but also prevents productivity gains in other economic sectors. Therefore, the importance of productivity and improvement of the quality of educational services in order to meet the needs of the people in society and meet their expectations is increasing day by day and as a priority is the basis of the decisions and activities of school principals. Research has shown that the realization of justice as a strategic variable plays an influential role in organizational productivity. Schools are no exception. Discussion and study of justice in organizational environments has a long history and originates in Adams' theory of equality in the 1960s. In other words, perceived organizational justice means the extent to which the organization's actions with respect to its employees are treated fairly. Organizational culture is a set of values, beliefs, and behavior patterns that shape the organisation's core identity and play an important role in shaping employees' behavior. Research by Ibrahim Pour et al. Has shown that an unfavorable organizational climate, such as a glass ceiling that results from an unfavorable organizational culture, can lead to perceptions of injustice by employees. Experimental studies show that organizational culture is a key factor for organizational effectiveness. Elmaz and Organ have studied the impact of the dimensions of Denison's organizational culture model on the performance of organizations. In this study, it was found that the highest score for adaptability and the lowest score for adaptability were obtained. Researchers believe that a culture that values ​​human dignity boosts morale and job performance. Gifford concluded in his research that there was a significant positive relationship between hospital culture and RD Analysis of variance (Anova) showed that there is no significant difference between organizational culture and employee justice perception in terms of level of education and years of service (F = 0/9, p < 0/05). Regression showed that  only three dimensions - commitment to participation, adaptability and mission-are able to explain and predict % 17/3 of the total variance of perceived justice that the most is the commitment to participation with Beta (β = 0/26). from teachers  point of view organizational culture and justice perception are lower than average. school management should strive for dimension reinforcement of both components to increase university efficiency. Despite the high level of interactive justice perceptions of Morgan's organizational justice perception and commitment to participating in Denison's organizational culture in schools, the overall mean of perceptions of organizational justice and organizational culture was below the conceptual and poor average. Therefore, organizational culture and organizational justice in these schools need to be revised. Given the importance of perceptions of organizational justice and organizational culture on other organizational dimensions such as motivation, satisfaction, productivity, performance, stress and so on, school management should take the necessary steps to enhance the dimensions of these two components, especially distributive justice. And the performance appraisal and promotion system is conducted to the required and fair standards. In line with the culture, the mission and vision of the schools should be clearly explained to its teachers, and organizational adaptation and learning should be streamlined. Despite the tremendous influence of each organization's atmosphere on its other dimensions, this study explored the organizational culture's insignificant amount of perceptions of organizational justice. It is therefore concluded that teachers view factors other than organizational culture that affect perceptions of organizational justice. It was also found that prioritizing the dimensions of organizational culture and organizational justice differs from one organization to another because of the different management systems governing organizations, with each organization prioritizing one dimension of culture. This study was conducted in Tabriz District 4 schools and the conditions of those schools and should be cautious when generalizing the results to schools and other organizations. The main limitations of this research are teachers' honesty in answering questionnaire questions and using questionnaire tools. In line with the results of this study, the following suggestions are offered: Investigating Factors Affecting Perceptions of Teachers' Organizational Justice Investigating the Effective Factors on Improving School Organizational Culture and Designing a Questionnaire by Exploratory Mixed Method. Due to the low level of average organizational culture, in-service classes for teachers to justify organizational culture and school-based culture. Given the low average level of organizational culture, the necessary solutions are provided by the Education Organization to improve school culture. Priority given to low levels of adaptability, collaboration, and empowering teachers to make school decisions a top priority. Given the low average level of distributive justice, teachers should be promoted and promoted according to the required standards, their level of activity and participation in education issues.