The relationship between teachers' perceptions of organizational justice and their positive psychological capitals

The aim of the study is to determine the relationship between teachers' perceptions of organizational justice and their positive psychological capital. The research was created with the quantitative research method and was prepared according to the relational screening model. The universe of the research consists of primary and secondary school teachers in Antalya, who work in the 2021/2022 academic year. Sampling In the central districts of Antalya, Konyaaltı, Muratpaşa and Kepez; A total of 30 schools, 10 from each district, were selected randomly. 376 scales filled by the teachers reached by using the simple random cluster sampling method were evaluated. "Organizational Justice Scale" adapted to Turkish by Uğurlu and Üstüner (2011) and "Positive Psychological Capital Scale" adapted to Turkish by Çetin and Basım (2012) were used in the research. According to the findings, the highest level of perception of teachers' positive psychological capital was in the dimension of self-efficacy, while the lowest level of perception was in the dimensions of resilience and optimism. While there was no significant difference in the positive psychological capital perception levels of the teachers according to the gender variable; A significant difference was determined according to the variables of educational status, professional experience, and tenure at the school. There is no significant difference between primary and secondary school teachers' perceptions of organizational justice according to gender, educational status, professional experience, and tenure at school. There is a significant, positive linear and moderate relationship between teachers' psychological capital and organizational justice perceptions. There is a moderate correlation between the self-efficacy dimension and the optimism dimension, and a weak, positively significant linear relation between the relations with the superiors dimension.