The Relationship Between Secondary School Teachers’ Perception of Organizational Justice and School Climate

Soner POLAT,Mustafa KEMER

doi:10.17275/per.22.59.9.3

Abstract

In this research, it is aimed to reveal the relationship between secondary school teachers’ perception of organizational justice and their perception of school climate. The research is a relational descriptive study in which the survey model is used. The sample of the study consists of 370 teachers selected by convenient sampling method among the teachers working in the general and imam hatip secondary schools in Izmit district of Kocaeli province in the academic year 2020-2021. "Organizational Justice Scale" and "Organizational Climate Scale" were used as data collection tools. In the analysis of the data, Pearson correlation coefficient was calculated for the relationship between variables, and simple linear regression analysis and multiple linear regression analysis were performed for predictive variables. As a result of the study, it was determined that there is a positive, moderately significant relationship between organizational justice and school climate. It was found that teachers’ perceptions of organizational justice are a significant predictor of school climate, and the order of importance of the sub-dimensions of organizational justice in explaining school climate is “procedural justice”, “distributive justice”, and “interactional justice”. In addition, the research findings show that organizational justice affects the supportive principal behavior, which is one of the sub-dimensions of the school climate, the most.

Highlights

It is an undeniable fact that educational organizations are important in achieving goals such as making societies qualified, raising qualified individuals, transferring universal knowledge and values to future generations, and making individuals and societies a part of the rapidly changing and developing world
When the research results are evaluated in the context of all subdimensions of the school climate, it is seen that the effect of organizational justice perception on the supportive principal sub-dimension, which is one of the sub-dimensions of the school climate, is seen to be the most. According to these findings obtained as a result of the research, it has been observed that the relationship between organizational justice and school climate is at a moderate level
The order of importance of the sub-dimensions of organizational justice in explaining the school climate was found as procedural justice, distributive justice and interactional justice

Summary

Introduction

It is an undeniable fact that educational organizations are important in achieving goals such as making societies qualified, raising qualified individuals, transferring universal knowledge and values to future generations, and making individuals and societies a part of the rapidly changing and developing world. In this context, schools, which are one of the educational organizations, have been the focus of attention of researchers on many issues due to their social open system. In a school with a positive climate, teachers love their jobs, their students, establish good relations with their colleagues, and are happy to work at the school they are in They show all their performances in order to achieve the determined goals. According to Greenberg (1990), knowing how the decisions taken by the managers in the organization and the practices carried out are perceived by the employees and their correct understanding by the employees are great importance in terms of creating a fair organizational climate

Objectives

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Discussion

Conclusion