The Predictive Value of Teachers' Perception of Organizational Justice on Job Satisfaction

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Autor/in	Elma, Cevat
Titel	The Predictive Value of Teachers' Perception of Organizational Justice on Job Satisfaction
Quelle	In: Eurasian Journal of Educational Research, (2013) 51, S.157-175 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Prediction; Teacher Attitudes; Correlation; Surveys; Justice; Organizational Culture; Job Satisfaction; Elementary School Teachers; Work Attitudes; Public School Teachers; Sampling; Multiple Regression Analysis; Role; Principals; Cooperation; Teacher Collaboration; Likert Scales; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Vorhersage; Lehrerverhalten; Korrelation; Survey; Umfrage; Befragung; Gerechtigkeit; Unternehmenskultur; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Work attitude; Arbeitshaltung; Rollen; Principal; Schulleiter; Co-operation; Kooperation; Lehrerkooperation; Likert-Skala; Ausland; Türkei
Abstract	Problem Statement: For individuals and organizations alike there has been a recent upsurge in significance of employees' perceptions toward their work and their job satisfaction. The concept of organizational justice has evolved to include almost all aspects of organizational life, particularly employees' attitudes toward work. While a significant amount of research has been performed on the relationship between organizational justice and job satisfaction, few studies have been conducted in the field of education. In this regard, this study may provide support to close this gap in the education area. Purpose of the Study: This study aims to determine the organizational justice perceptions of primary school teachers and the predictive value of those perceptions on the teachers' job satisfaction. Method: This study uses correlational survey to investigate the predictive value of organizational justice on teachers' job satisfaction. The predictive value of primary school teachers' perceptions of organizational justice on their job satisfaction is evaluated by means of two scales designed by the researcher. The population of this study consists of teachers working in public primary schools in the city of Samsun. The number of public primary schools and teachers was taken into account, and the technique of stratified sampling was used in the selection of the sample. "Organizational Justice" and "Job Satisfaction" scales were designed for teachers by the researcher. Bivariate correlation and multiple regression analyses were used in the data analysis. Findings: The correlation analyses suggest a positive and significant relationship between the organizational justice types and job satisfaction dimensions. In overall job satisfaction, the relative order of significance for the organizational justice types was interactional, procedural, and distributive. Interactional justice and procedural justice have significant predictive values on overall job satisfaction whereas distributive justice does not have a significant predictive value. Discussion and Results: In organizations such as schools, where interaction plays an important role, the principals should be even more sensitive to problems that may have a negative predictive value on the perceptions of justice and, for this reason they should take the necessary steps to prevent any such perceptions. As this study concludes, procedural and interactional justice types have a significant predictive value on teachers' job satisfaction. In this context, it is up to the managers to be more careful in the work relations. Forming relations and promoting cooperation and collaboration depend to a large extent on a positive and open school climate. In this sense, the establishment of such climate by the principals will have a positive predictive value on both the teachers' perception of justice and their job satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01