The relationship between the type of power used by administrators and organizational justice according to the perceptions of high school teachers

The population of this study consists of teachers working in public high schools in the central districts of Şanlıurfa province affiliated with the Ministry of National Education of the Republic of Türkiye in the 2020-2021 academic year. The sample consists of 419 teachers selected using a simple random sampling method. The data were collected by delivering the "Power Type Scale (PTS)", "Organizational Justice Scale (OJS)" and "Personal Information Form" prepared by the researcher to the teachers working in public high schools in the central districts of Şanlıurfa province via Google Forms. The data obtained were analyzed using SPSS 20 program. Arithmetic means and standard deviations of the data were calculated. The t-Test and One-Way Analysis of Variance (ANOVA) test were preferred to determine whether the data collected according to the variables differed in terms of demographic characteristics. Türkiye test was used to determine the groups with a significant difference in F value. Multiple regression analysis was conducted to determine the level of organizational power type predicting organizational justice. The relationship between organizational power type and organizational justice perceptions of the participants was tried to be expressed with the findings. As a result of the study, it was seen that the perceptions of high school teachers about the dimensions of power type used by school administrators such as expertise power, reward power, and legal power were high, while their perceptions about coercive power were lower than the other dimensions. It was determined that the opinions of high school teachers about the type of organizational power used by school administrators did not differ significantly according to the variables of school type, branch, and length of service in the school where they worked, but they differed significantly in terms of gender, age, professional experience and length of service in the high school where they worked. It was concluded that teachers' perceptions of organizational justice were at a high level. While teachers' perceptions of organizational justice did not differ significantly according to the variables of branch and school type, it was concluded that they differed significantly according to the variables of gender, educational status, age, professional experience, and working time in high school. This study is limited to the central districts of Şanlıurfa province and 419 teachers. The sample of the study can be expanded to increase its inclusiveness and more data can be obtained and the study can be conducted. The same research can be examined with descriptive analysis by choosing qualitative research methods. As a result of the study, it was found that expertise power and reward power, which are sub-dimensions of the Organizational Power Type scale, were significant predictors of all three dimensions of organizational justice. In this sense, regular seminars can be held to raise awareness among managers about the use of power type.