The perceptions of organizational justice as a result of the evaluations of teachers in their schools have important results. Job satisfaction among these results is influential on teachers' attitudes and behaviors and their productivity. The managers who want to increase the effectiveness of the school should learn the attitudes and behaviors of the teachers in order to evaluate the human resources in the best way. The aim of this study is to determine the effect of teachers' perceptions of organizational justice on job satisfaction in the schools they work with. In the research, it is analyzed whether the demographic characteristics of the teachers are different in terms of organizational justice and job satisfaction. The population of the research used relational screening method which is one of the quantitative research methods, consists of teachers who work under the Ministry of National Education in Bakırköy District of İstanbul. The sample was 480 teachers. In the study, Personal Information Form, Organizational Justice Scale and Job Satisfaction Scale were used. At the end of the research, it was found that the teachers' perceptions of procedural fairness and distributional justice were at a medium level, interactional justice and external and internal job satisfaction levels were above the middle. While there were no differences according to gender, differences were determined according to age, marital status, education level, working year and school years. There was a positive relationship between organizational justice and job satisfaction. It was determined that the teachers' external satisfaction was explained by the perceptions of interactional and procedural justice, while their internal satisfaction was explained by distributional justice and interactive justice. At the end of the research, recommendations on administrative, vocational and in-service training were developed.
Education Sector, Organizational Justice, Job Satisfaction
|Author :||Ali Ulvi ATASOY - Necmiye Tülin İRGE|
|Number of pages:||133-149|