The role of teachers' perceptions of organizational justice on their performance

The aim of this research is to examine the role of organizational justice perceptions among teachers working in different school types and branches in Turkey on their professional performance using a holistic and human-centered approach. In the study, the role of teachers' perceptions of justice on their performance was analyzed in depth, considering distributive, procedural, and interactional justice dimensions, based on the teachers' views. The study employed a phenomenological research design as a qualitative research pattern, purposive sampling as the working group, and a semi-structured interview form as the data collection tool; the experiences of teachers selected from different subjects, seniority levels, genders, and school types were evaluated through thematic analysis. The findings show that in schools where the perception of justice is high, teachers' levels of motivation, innovation and professional commitment increase; while a lack of justice increases performance loss, burnout and intention to leave the job. Furthermore, it was found that unique variables such as status differences between subjects, managerial initiative, and school culture play a critical role in the formation of perceptions of justice and the sustainability of teacher performance. The results show that in Turkey, justice is not merely a technical and administrative process, but a multi-layered phenomenon that determines the psychological and social climate of the school, team spirit, and individual motivation. These findings support the results of previous studies. However, some unique differences in the Turkish context are also noteworthy. Structural factors such as status differences between subjects, school culture, and managerial initiative were found to have a decisive impact on perceptions of justice and, consequently, on teachers' psychosocial well-being. The study recommends the development of new approaches to justice based on transparency, fairness, communication, and recognition of invisible labor to ensure sustainable quality in education and teacher well-being. Keywords: Distributive Justice, Interactional Justice, Organizational Justice, Teacher Performance, Procedural Justice