The relationship between teachers' perceptions of organizational justice and job satisfaction

Abstract

The purpose of this research is to determine the relationship between teachers’ perceived organizational justice and job satisfaction. This quantitative study is designed in relational survey model. The sample of the research consists of 396 teachers working in the public high schools located in four central provinces of Mersin city. Organizational Justice Scale and Job Satisfaction Scale were used as data collection tools in the study. Arithmetic mean, standard deviation, t test, ANOVA and correlation analysis were performed by using SPSS 21 package program. According to the findings, the level of perception of teachers' organizational justice and job satisfaction is high. Of the demographic variables, only professional tenure caused meaningful differentiation at job satisfaction. Other variables did not cause meaningful differences at organizational justice and job satisfaction perceptions. There is a meaningful, low level and positive relationship between organizational justice and job satisfaction perception levels.

A bibliometrics analysis of research on teachers' satisfaction from 1956 to 2022

“…Overall, rather than the actual retention or attrition rate, most studies on this topic mention teachers' perspectives and intentions to leave (e.g. Alanoğlu and Demirtaş, 2018; Mérida-López and Extremera, 2020). Besides the common influencing factors like workplace condition, climate and student achievement, there are also several studies about teachers' overall impact on society (Cek and Eyupoglu, 2019) and pre-service teachers (Eren, 2017).…”

The Role of Organizational Justice Perceived by Teachers on the Ethical Dilemmas They Experience

“…When teachers hold positive perceptions of their schools, it is expected that they will work more happily and achieve greater success (Alanoğlu, 2019). Conversely, in the absence of positive perceptions, a decline in teachers' trust, a lack of engagement in their work, and ultimately, a decrease in their commitment and performance within the institutions may occur (Uysal, 2019).…”

“…However, research by Öztürk (2020) suggests that teachers' organizational justice perceptions are low. Some studies have reported a significant negative relationship between teachers' perceptions of organizational justice and various factors, such as emotional exhaustion (Alanoğlu, 2019) and organizational hypocrisy (Kahveci et al, 2019). In contrast, a positive significant relationship has been observed between teachers' perceptions of organizational trust and justice and their perceptions of an enabling school structure (Arik, 2021), job satisfaction (Altınkurt & Yılmaz, 2012), organizational trust (Polat & Celep, 2008), organizational citizenship behaviors (Rauf, 2014), organizational commitment (Jameel et al, 2020), teacher performance (Chandrawaty & Widodo, 2021), school climate, teacher professionalism, leadership style, academic achievement, community engagement, reliance on principals, colleagues, and clients (Dipaola & Guy, 2009).…”

“…Öğretmenlerin örgütlerine yönelik algıları olumlu yönde olduğu taktirde işlerini daha mutlu şekilde yapmaları ve başarılı olmaları beklenen bir durumdur (Alanoğlu, 2019). Bu durumun aksi öğretmenlerin örgüte güvenlerinin azalmasına, işlerini yeterince benimseyememelerine ve sonuçta kuruma olan bağlılık ve performanslarının düşmesine sebep olabilmektedir (Uysal, 2019).…”

“…Öztürk (2020) tarafından yapılan araştırmada ise öğretmenlerin algıladığı örgütsel adalet düşük düzeyde bulunmuştur. Bazı araştırmalarda öğretmenlerin örgütsel adalet algıları ile duygusal tükenme (Alanoğlu, 2019) ve örgütsel ikiyüzlülük (Kahveci ve diğerleri, 2019) arasında olumsuz yönde ve anlamlı bir ilişkinin olduğu belirlenmiştir. Buna karşın, örgütsel adalet algısı ile okul yapısının etkinleştirilmesine yönelik algı (Arik, 2021), iş doyumu (Altınkurt ve Yılmaz, 2012), örgütsel güven (Polat ve Celep, 2008), örgütsel vatandaşlık davranışı (Rauf, 2014), örgütsel bağlılık (Jameel ve diğerleri, 2020), öğretmenlerin performansı (Chandrawaty ve Widodo, 2021), okul iklimi, öğretmen profesyonelliği, liderlik tarzı, akademik başarı ve okul çevre iş birliği, okul müdürüne, meslektaşlarına ve velilere güven (Dipaola ve Guy, 2009) arasında olumlu yönde ve anlamlı ilişkilerin olduğu tespit edilmiştir.…”