Teachers' organizational justice perception, motivation level and performance: A structural equation modeling

This study aims to identify the mediator role of work motivation in the relationship between organizational justice perception and job performance of teachers working in public schools. The population of the survey-based study includes 2911 teachers working in 119 public schools in the Aydn, Efeler District in the 2021–2022 academic year. The study's sample consists of 483 teachers who were chosen using the "stratified sampling" method. The research's sample includes 297 women and 187 men teachers who are employed at the preschool, primary, secondary, and high school levels. The research data were collected using the "Personal Information Form", "Organizational Justice Perception Scale" (Polat, 2007), "Work Motivation Scale" (Aksoy, 2006) and "Job Performance Scale" (Çöl, 2008). The data were analyzed using parametric tests. The analyses' findings revealed that teachers' organizational justice perceptions and work motivation are "high", while their perceptions of their own job performance are "extremely high". As a result of the correlation analysis, positive and significant relationships were found among teachers' organizational justice perceptions, work motivation and their own job performance perceptions. Additionally, it was found that work motivation has a complete mediating role in the relationship between teachers' perceptions of organizational justice and their own job performance as a result of the theoretical framework tested by structural equation modeling. KEYWORDS: Organizational Justice, Work Motivation, Teacher Performance, Structural Equation Modeling.