The role of organizational justice perceived by teachers on the ethical dilemmas they experience

In this study, it is aimed to examine the role of organizational justice perceived by teachers on the ethical dilemmas they experience. The sample of this research, which was carried out in a correlation survey model, consists of 379 teachers (215 women and 164 men) who work in secondary and high schools affiliated to the Ministry of National Education in Rize province and its districts in the 2020-2021 academic year. "Personal Information Form", "Organisational Justice Scale" and "Ethical Dilemmas Scale at Schools" were used to collect the data of the research. As a result of the research, it was determined that teachers' perceptions of organisational justice did not show a significant difference according to the variables of gender, age, length of service, branch, education level and employment type; however, there was a significant difference in the type of institution. It was determined that the ethical dilemmas experienced by the teachers did not show a significant difference according to the variables of gender, age, years of service, type of institution, and education level. However, it was determined that there was a significant difference in the political ethical dilemma dimension according to the variable of length of service; in the behavioral ethical dilemma dimension, structural ethical dilemma dimension and in the total score of ethical dilemmas in schools according to the variable of branch; in the structural ethical dilemma dimension according to the variable of employment type. In addition, it was determined that there was a negative, low and significant relationship between the ethical dilemmas experienced by teachers and their perceptions of organisational justice, and organisational justice predicted 8% of the total variance in ethical dilemmas. Keywords: Teacher, Organisational Justice, Ethical Dilemma.