The relationship between teachers' perceptions of teacher career progression, organizational justice and ethics

This study aims to examine the relationship between teachers' perceptions of the recently implemented teacher career ladders in Türkiye and their perceptions of organizational justice and organizational ethical climate. It also seeks to determine whether these perceptions vary based on gender, educational background, title, and seniority. The study sample consists of 311 teachers working in public secondary schools in the central district of Isparta during the 2024-2025 academic year, selected through simple random sampling. Findings indicate that teachers generally have a moderate perception of the teacher career ladders. Male teachers evaluate the system more positively than female teachers. Head teachers have significantly higher perceptions than teachers. Senior teachers with more than 21 years of experience view the system more favorably than those with 1-10 years of experience, while educational background has no significant impact. Teachers' perceptions of organizational justice are also moderate, with male teachers reporting higher perceptions than female teachers. However, no significant differences were found regarding seniority, title, or educational background. On the other hand, teachers' organizational ethical climate perceptions are high, with no significant differences across variables. The study also reveals a positive and moderate correlation between teacher career ladders and perceptions of organizational justice and organizational ethical climate. It highlights the importance of ensuring that career ladders support professional development and motivation, while maintaining justice and ethical values in schools and avoiding policies that may create inequality. Keywords: Teacher, teacher career ladders, organizational justice, organizational ethical climate.