The relationship between lower secondary school teachers' perceptions of school culture and administrative support and perception of organizational justice: The example of the Alanya district

In this study, it was aimed to determine the relationship between lower secondary school teachers' perceptions of school culture and administrative support and their perception of organizational justice. The correlational survey model, one of the quantitative research methods, was used in the study. The random sampling method was used to determine the sample of the study. The sample consists of 280 teachers. Organizational Justice Perception Scale, School Culture Inventory and Perceived Administrator Support Scale were used as data collection tools. In the analysis of the data, standard deviation, frequency, percentage, and arithmetic mean were calculated; t test, Scheffe test, Pearson correlation coefficient and hierarchical regression analysis tests were used. When lower secondary school teachers 'views on school culture are examined, it has been determined that secondary school teachers' perceptions of school culture are generally high. Lower secondary school teachers' perceptions of school culture do not differ significantly in all sub-dimensions according to gender, educational status, and professional seniority variables, while they differ significantly according to the variable of tenure at school.Lower secondary school teachers have a high perception of administrator support. Lower secondary school teachers' perceptions of administrative support do not differ significantly according to gender, educational status, and professional seniority variables, while they differ significantly according to the variable of tenure at school. Lower secondary school teachers' organizational justice perceptions are high in all sub-dimensions.While lower secondary school teachers' perceptions of organizational justice do not differ significantly in all sub-dimensions according to gender, educational status, and professional seniority variables, their perceptions of distributive and procedural justice differ significantly according to the variable of tenure at school. When the correlational relationships between lower secondary school teachers' perceptions of school culture, administrative support and the sub-dimensions of organizational justice were examined, positive significant relationships were found between all sub-dimensions of organizational justice, administrative support, and all sub-dimensions of the school culture perceived by secondary school teachers. When the hierarchical regression analysis results of lower secondary school teachers 'perceptions of school culture and administrative support on the perceptions of organizational justice were examined, it was concluded that perceived administrative support and leadership based on collaboration, which is one of the sub-dimensions of school culture, was a significant predictor of teachers' perceptions of distributive and procedural justice.Lower secondary school teachers' perceptions of administrative support and leadership based on collaboration and common goals, which are sub-dimensions of school culture, are significant predictors of teachers' perceptions of interactional justice. Key Words: Lower Secondary School Teachers, School Culture, Administrative Support, Organizational Justice