Investigation of the effect of teachers' perceptions of organizational justice and psychological capital on their perceptions of organizational happiness

Purpose: The main purpose of this study is to reveal the relationship between organizational justice and psychological capital perceptions of middle school teachers and their perceptions of organizational happiness, and to determine whether teachers' perceptions of organizational justice and psychological capital predict their perceptions of organizational happiness. Method: In the study, a relational model, which is one of the quantitative re-search methods, was used to examine the effect of middle school teachers' perceptions of organizational justice and psychological capital on their perceptions of organizational happiness. The sample of the study consists of 390 middle school teachers selected by simple random sampling method from public schools in the city center of Eskişehir. The Organizational Justice Scale, Psychological Capital Scale, Organizational Happiness Scale, and a demographic information form were administered to the sample group. Results: According to the descriptive statistics conducted in line with the re-search, the overall averages of the teachers on the Organizational Justice Scale (X̄=3.65), the Psychological Capital Scale (X̄=4.36), and the Organizational Happiness Scale (X̄=3.57) were calculated. In the correlation analysis conducted to examine the relation-ship, a positive and significant relationship was found between organizational justice and organizational happiness, and between psychological capital and organizational happiness. Multiple linear regression analysis was performed to predict the organization-al happiness parameter using the variables of organizational justice and psychological capital. According to the results of this analysis, organizational support and organiza-tional justice positively and significantly predict teachers' well-being by thirty-seven percent. Conclusion and Suggestions: High perceptions of organizational justice and psychological capital among teachers positively enhance their perceptions of organiza-tional happiness. Therefore, working in educational organizations where teachers have high perceptions of organizational justice and psychological capital will contribute to their happiness within the institution and increase their job motivation. It is recommend-ed that educational organization managers implement fair practices in the dimensions of distributive, procedural, and interactional justice, organize various training programs to strengthen teachers' psychological capital, and focus on increasing teachers' organiza-tional happiness to create a better school climate.