The relationshıp between primary school teachers? organizational commitment levels and organizational justice

The aim of this study is to determine the relation between primary school teachers? organizational commitment level and sense of organizational justice, to examine whether their organizational commitment and organizational justice levels show a meaningful difference according to demographic variable (gender, age, vocational seniority and their tenure of office in their current school).This study is a descriptive research with a screening model. The sample of this study is made up of 470 teachers who work in state primary schools in the central districts of Ankara (Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Pursaklar, Sincan, Yenimahalle). The first part of data collection is made up of ?Demographic Information?; the second part is made up of ?Organizational Justice Scale?; and the third part is made up of ?Organizational Comminment Scale?. In order to analyze the sub-hypotheses of the study, Independent Sample t testi, One-Way ANOVA, Tukey test, Pearson Product Moment Correlation Coefficient and Multiple Linear Regression analyses have been conducted.In this research, it is seen that sub dimensions of primary school teachers? organizational commitment are usually at the level of ?I agree?, sub dimensions of organizational justice sense are at the level of ?I disagree?. It is found that there is a meaningful relation between dimensions of organizational commitment and dimensions of organizational justice sense, and the strongest relation is between operational justice and identical dimension. Within the research some meaningful relations have been found and explained in some parts of demographic features with organizational commitment and dimensions of organizational justice sense. While no difference is observed in the dimensions of organizational justice sense according to demographic variables, it is seen that only teachers? interactional sense of justice differ according to gender, female teachers? interactional sense of justice are high compared to male teachers?. It is determined that sense of organizational justice does not differ according to other variables. Dissimilarities according to the gender have been found in the identification dimension of organizational commitment dimensions, have not been found in internalization commitment. In vocational seniority variable, while differences in sub dimensions of identification and seniority have been found, differences in dimension of harmony have not been found. Besides it is found that the dimensions of organizational justice sense have a decisional effect on all of the organizational commitment dimensions.Key Words : Organizational Justice, Organizational Commitment, Teacher