The mediating effect of job satisfaction on the relation between organizational justice and voice, neglect, exit, and loyalty in schools

The aim of this study is to examine the multi-directional relations between organizational justice, job satisfaction and behaviours of exit, voice, loyalty and neglect according to the opinions of teachers working in state Anatolian high schools in Ankara. In this regard, it was also examined whether the opinions of the teachers regarding the research variables indicated a significant difference according to the variables of gender, professional seniority, educational level, term time and marial status. In the study, mixed methods research, in which elements of quantitative and qualitative research approaches are combined, and convergent parallel design were used. Correlational survey model was used in the quantitative part of the study, and phenomenology research design was used in the qualitative part of the study. The universe of the research consisted of 6605 teachers working in 130 State Anatolian High Schools. In this context, stratified sampling method was used in the study. 612 teachers constituted our sampling. In the research, data were collected from the teachers working in nine districts of Ankara (Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Pursaklar, Sincan and Yenimahalle) in 2019-2020 academic year. In addition to descriptive statistics, Pearson correlation, regression and path analyses were used to analyse the data collected during the research process. Content analysis was used in the qualitative phase of the research. It has been determined that teachers' perceptions of organizational justice, job satisfaction, and neglect do not indicate a statistically significant difference according to the variables of gender, professional seniority, level of education, term in office, marital status. It was detected that organizational justice directly and significantly affected job satisfaction, which was the mediator variable. It was found out that the opinions of teachers regarding job satisfaction, voice and loyalty indicate statistically significant differences according to the variables of gender, term in office and marital status. In the face of unfair practices, it was determined that the teachers expressed negative opinions in the dimension of procedural justice, had a sense of sadness and indicated reaction of voice.