Problem of Study: Research on social exchange relationships does not take into account another vital component of organizational life-namely an individual's sense of belonging and identity. Organizational identification is one of the most crucial factors holding employees together and keeping them committed to the organization. Many studies demonstrated that organizational identification is positively related to organizational citizenship behavior. Some researchers have suggested that organizational identification also might play an important role in social exchange processes. In recent years, the dominant approach has been to conceptualize the relationship among perceived organizational justice or perceived organizational support and organizational identification in terms of social identity as well as social exchange processes. Purpose of Study:The purpose of the present study was to investigate how the organizational identification mediates the impact of perceptions of organizational justice and organizational support on organizational citizenship behaviors in the context of Turkish preschool teachers.Methods: Data for this study were collected via a survey of 169 preschool teachers who completed measures of organizational citizenship behavior, organizational identification, organizational justice, and perceived organizational support. In analyzing the collected data, a two-step approach was adopted to test measured variables describing four latent constructs.

Problem Statement: There are many factors that affect student achievement directly and indirectly at the secondary educational level. Lower attendance rates have been cited as detrimental to academic achievement; therefore, it is suggested that improved attendance is a direct indicator, rather than determinant of students' academic achievement. Purpose of Study:The main purpose of this study was to investigate the effect of individual, family and school variables on absenteeism among high school students.Method: Data for this study was collected via a survey of 581 students from the 9th -11th grades, selected with cluster sampling from secondary schools in Burdur. Among the respondents, 44% were males and 56% females. The data collection instrument consisted of five sections including personal information, causes of absenteeism, school commitment, quality of school environment, and parental control. The Causes of Absenteeism Scale was developed by the researchers for secondary school students. The scale consists of three dimensions: individual, family, and school-based reasons. Parental Behavioral Control was assessed using a 20-item measure recording the degree to which a parent monitors the adolescent's behavior or actions. The School Attachment Scale was used to measure the degree of children's and adolescents' school attachment. Comprehensive School Climate Assessment Scale dimensions (teacher-student relationship and student activities) and Quality of Life Scale dimensions (studentstudent relationship and school management) were used to measure the quality of the school environment. The model was tested using LISREL 8.3 with maximum likelihood estimation. * Corrsponding author: Dr., Mehmet Akif Ersoy University, kamiledemir@hotmail.com ** Dr. Near East University, yasemin.akman@neu.edu.tr 38 Kamile Demir & Yasemin Akman Karabeyoglu Results:The model was specified and tested using hierarchical structural equation modeling and was found to reasonably fit the data. The study findings show that high school students' assessment of the school environment explained 83% of the variance of levels of their commitment to school. Students' commitments to school, parental control, and assessment of the school environment together explained 22% of the variance in absenteeism. Conclusion:The major conclusion of this study is that absenteeism was predicted negative and significantly by students' commitment to school and parental control. Students' commitment to school is the most important predictor of absenteeism. In addition, this study provides evidence that students' commitment to school moderates the relationship between perceived school environment and students' absenteeism.

The purpose of the present study was to compare organizational identification and organizational citizenship behaviors of public and private preschool teachers. Participants included 159 teachers from diverse school backgrounds with a wide range of teaching experience. The data of the research were collected with Organizational Citizenship Behavior and Organizational Identification Scales. Differences in organizational citizenship behaviors and organizational identification between public and private school teachers were tested using Multivariate Analysis of Variance. The results of the study indicated that there was a statistically significant difference in teachers' organizational citizenship behaviors and organizational identification based on their job status.

The purpose of this research study is to investigate the relationship between teachers’ organizational justice perceptions and organizational commitment and job satisfaction in the school via meta-analysis. An extensive literature search was conducted to identify both published and unpublished reports that examined the relationship between teachers’ perceptions of justice, job satisfaction and the organizational commitment to minimize potential availability bias. In total, research reports have identified providing usable data for 24 independent samples. Eight of these studies were published and 16 were unpublished dissertations. In this study, as indicator of effect size is chosen the correlation coefficient. Random effects model was preferred according to heterogeneity tests conducted for organizational commitment and job satisfaction. As a result of meta-analysis, it was found that distributive justice correlated positively with organizational commitment. There is a positive correlation between interactional justice and organizational commitment.  Interactional justice has a significant relationship with organizational commitment. Teachers’ overall perception of justice was positively related to organizational commitment. The distributive justice was found to have a significant relationship with teachers’ job satisfaction. Procedural justice was found to be significantly related to the teachers’ job satisfaction. There is a positive correlation between interactional justice and teachers’ job satisfaction. Finally, organizational justice positive correlated with job satisfaction.

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