The relationship between the classroom teachers' organizational justice perceptions and mobbing behavior perceptions

The aim of this study is to investigate the relationship between the organizational justice perceptions and mobbing behavior perceptions of classroom teachers' who work in the centre of Kütahya. While collecting datas from teachers, quantitative research approaches has been used. The study was designed in the relational-screening model which is a general screening model. The sample of this research consisted of 280 teachers including 140 women and 140 men. The datas were collected through a scale which consisted of 3 parts. In the first part, the Personal Information Form developed by the researcher was used to obtain the personal information of the teachers. In the second and third parts of the questionnaire, "Scale of Organizational Justice Perception" consisting of 20 items and "Negative Acts Questionnaire (NAQ)" consisting of 21 items were used respectively. Frequency, percentage, mean and standard deviation values were calculated in the statistical analysis of the data. In the quantitative analysis of the data, the T-test and the Mann-Whitney U test were conducted to examine differences according to gender and marital status. Before implementation, necessary permissions were taken from Ministry of National Education, then the schools were visited one by one and fulfillment of the questionnaires are provided on the basis of valuntariness. One-way analysis of variance (ANOVA) and Kruskal Wallis test were used in analyzing the variables of age, education status, occupational seniority, number of teachers in the institution and Mann Whitney U test was used in determining the group causing difference. Finally; Pearson Correlation Test was performed between sub-dimensions of organizational justice and sub-dimensions of mobbing behavior in order to determine the relationship between classroom teachers' perceptions of organizational justice and perceptions of mobbing behavior. According to the results of the research, there is a meaningful, negative and very weak relationship between "distributive justice" and "social relations", "distributive justice" and "task", "procedural justice" and "social relations" subscales. There is a meaningful, negative and weak relationship between "procedural justice" and "task", "interactional justice" and "social relations", "interactional justice" and "task" sub-dimensions. Keywords: Organizational Justice, Mobbing behavior, Classroom Teacher