Examining the relationship between teachers' perceptions of organizational justice and organizational commitment levels

This research aims to reveal the relationship between teachers' perceptions of organizational justice and organizational commitment levels. The sample of the research consists of 255 teachers working in public primary, secondary and high schools in Beylikdüzü district of Istanbul province in the 2023-2024 academic year. The Organizational Commitment Scale developed by Meyer and Allen (1990) and adapted to Turkish by Wasti (2000) and the Organizational Justice Scale prepared by Niehoff and Moorman (1993) and adapted to Turkish by Polat (2007, p. 94) were used to collect data in the research. The data obtained with the data collection tools used in the research were analyzed using the SPSS package program. T Test, ANOVA and Tukey HSD, Pearson Correlation Analysis and Simple Linear Regression Analysis were used in the analysis of the data. As a result of the research, it was determined that the teachers' organizational justice perceptions were high and their organizational commitment was moderate. It was concluded that teachers' organizational justice perception levels differed in favor of male teachers according to the gender variable; in favor of bachelor's degree teachers according to their graduation level; and in favor of those who had worked in the institution for 0-5 years according to their working period in the institution. It was determined that there was a difference in organizational justice perceptions to the detriment of the high school teachers among the types of schools where teachers worked. It was observed that organizational justice perception levels did not differ according to the variables of professional seniority and tenure status. Organizational commitment levels did not differ according to the variables of gender, professional seniority, education status, length of service in the institution and tenure status. It was concluded that there was a difference in organizational commitment levels to the detriment of the high school teachers among the types of schools where teachers worked. It was concluded that teachers' organizational justice perceptions were positively and moderately related to their organizational commitment levels. It was determined that teachers' perceptions of justice were a significant predictor of their organizational commitment perceptions. In this context, in order to ensure that teachers' perceptions of organizational justice and organizational commitment are at a higher level, it is recommended that management processes be treated fairly, fair decisions be made, teachers be included in decision-making processes, teachers be informed of decisions and situations, communication be carried out using a polite and respectful language, they be trusted in school management, they be supported in achieving their personal and vital goals so that they can adopt the goals of the institution they work for, they are provided with in-service training to develop themselves and therefore the institution, a moderate organizational climate is created, and activities that will increase motivation are recommended.