Examining the relationship between teachers' perceptions of organizational justice and their levels of organizational commitment

The purpose of this study is to examine the relationship between teachers' perceptions of organizational justice and their levels of organizational commitment. In the study, the "relational survey model, one of the general survey models" was used to examine the relationship between teachers' perceptions of organizational justice and their levels of organizational commitment. The universe of this research consists of 2680 teachers working in preschool, primary school, secondary school and secondary school levels in schools affiliated with the Ministry of National Education in Manisa province Akhisar districts in the 2024-2025 academic year. The sample of the study consists of 358 teachers who were reached using easily accessible case sampling, one of the purposeful sampling methods. The "Organizational Justice Scale" developed by Niehoff and Moorman (1993) and adapted to Turkish by Polat (2007) and the "Organizational Commitment Scale" developed by Meyer and Allen (1984) and adapted to Turkish by Boylu, Pelit, Güçer (2007) were used as data collection tools in the study. In the study where SPSS 26.0 program was used to analyze the data, Pearson Correlation analysis was performed to reveal the relationship between teachers' organizational justice perceptions and organizational commitment levels. In addition, One-Way Analysis of Variance (ANOVA) and t-Test for Independent Groups were applied to determine whether the participants' perceptions of organizational justice and organizational commitment levels differed according to various variables. In the study, it was determined that teachers' organizational justice perceptions were at a high level; significant differences were found in the general justice perception and the variables of gender, type of school worked in, and the number of teachers in the school. In addition, teachers' organizational commitment levels were high; significant differences were found in the general commitment level and variables such as gender, type of school, and length of service at the school. As a result of the correlation analysis, it was revealed that there was a moderate positive relationship between teachers' organizational justice perceptions and their organizational commitment levels.