Examining the relationship between values-based management and organizational justice based on the perceptions of primary school teachers

This study aims to examine the perceptions of primary school teachers regarding the relationship between values-based management and organizational justice. The population of the research, which utilizes the relational survey method, consists of teachers working in primary and secondary schools in Hakkari province. The sample consists of 298 teachers selected through convenience sampling. Data collection tools included the " Management by values Scale-Teacher and School Administrator Form" and the "Organizational Justice Scale." Data analysis was conducted using correlation analysis, t-tests, one-way ANOVA, Kruskal-Wallis H test, and regression analysis. The results indicate that teachers who value cooperation, transparency, and virtue positively perceive administrators' implementation of these values, while criticisms emerged regarding status-based treatment, lack of recognition, and emotional decision-making. In terms of values-based management perceptions, female teachers scored significantly lower than male teachers, and undergraduate graduates scored lower than postgraduate graduates. No significant differences were found based on school level, professional seniority, or specialization. Regarding organizational justice perceptions, the highest averages were observed in items related to respectful, ethical, and participatory management by administrators, while privileged treatment and personal benefit perceptions were criticized. Female teachers had lower organizational justice perceptions than male teachers, and teachers with 11 or more years of experience scored lower than those with less than one year of experience. No significant differences were found based on school level, education level, or specialization. Finally, values-based management was found to significantly predict organizational justice.