Organizational Citizenship and Organizational Justice in Turkish Primary Schools

Autor/inn/en	Yilmaz, Kursad; Tasdan, Murat
Titel	Organizational Citizenship and Organizational Justice in Turkish Primary Schools
Quelle	In: Journal of Educational Administration, 47 (2009) 1, S.108-126 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230910928106
Schlagwörter	Citizenship; Measures (Individuals); Social Justice; Teachers; Foreign Countries; Elementary School Teachers; Teacher Attitudes; Teaching Conditions; Teacher Collaboration; Gender Differences; School Culture; Majors (Students); Correlation; Altruism; Social Influences; Educational Environment; Civil Rights; Teacher Role; Turkey + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Messdaten; Soziale Gerechtigkeit; Lehrer; Lehrerin; Lehrende; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Lehrerkooperation; Geschlechterkonflikt; Schulkultur; Schulleben; Korrelation; Altruistic behavior; Altruismus; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bürgerrechte; Grundrechte; Zivilrecht; Lehrerrolle; Türkei
Abstract	Purpose: The purpose of this study is to determine primary school teachers' perceptions regarding organizational citizenship and organizational justice. The study also aims to determine whether such perceptions vary depending on the variables of gender, field of study and seniority, and whether organizational citizenship behaviors and organizational justice are related. Design/methodology/approach: Data were gathered via a survey instrument that incorporated the "Organizational Citizenship Behavior Scale for Schools" (OCB-Scale) and the "Organizational Justice Scale" (OJS). Findings: It was found that the teachers had positive perceptions regarding organizational citizenship and organizational justice. Their organizational citizenship perceptions did not vary according to gender, field of study and seniority, whereas their organizational justice perceptions varied according to seniority, but not gender and field of study. There was a moderate positive relationship between the teachers' organizational citizenship and organizational justice perceptions. Research limitations/implications: The study is limited to the perceptions of primary school teachers. Practical implications: The findings of this research provide particular information for Turkish policy makers concerned with school administration as well as insights that may be relevant to similar studies internationally. Originality/value: The study of organizational citizenship and organizational justice in schools adds to a relatively limited literature on this theme. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10