The effect of lower secondary school teachers' perceptions of organizational trust and organizational justice upon their motivation levels by means of job satisfaction as a mediator: Alanya district sample

The study has been carried out to investigate the effect of organizational trust and organizational justice perceptions of lower secondary school teachers who work for the ministry of national education upon their motivational levels by means of job satisfaction as a mediator. The research universe of the study is made up of lower secondary school teachers who worked for the ministry of national education in the district of Alanya in the education years of 2020 and 2021. 281 teachers have been reached as a sample group. The study has a causal survey model. The data obtained from the sample with the help of simple random sampling method via the online questionnaire form has been analysed by means of SPSS 22 statistics programme. The dimension of organizational trust, organizational justice, job satisfaction and motivation have been examined according to the statements in the questionnaire and it has been investigated whether these dimensions are differentiated or not in terms of teachers' gender, education level, seniority and their years of profession at present school by employing unrelated sample t –tests, One Way Anova, Kruskal Wallis H and Mann- Whitney U tests. The relationships among dimensions dubbed "trust in principals", "trust in colleagues" and "trust in stakeholders" (including students and parents.) for organizational trust, "procedural", "distributive" and "interactive" justice for organizational justice, "intrinsic" and "extrinsic" satisfactions for job satisfaction and "intrinsic", "identified", "introjected" and "external regulation" / "control for motivation" have been scrutinised. Therefore, the relevance of the model which is constituted by 12 dimensions and 4 latent variables have been tested on both measurement model and structural equation model (SEM) by using the LISREL program. When the results of the study are taken into account, it is seen among the dimensions of organizational trust that the highest mean belongs to the trust in colleagues and this is followed by the trust in principals and stakeholders. Procedural justice among organizational justice dimensions have been observed the highest. Distributive and interactive justice dimensions are seen to come after. Intrinsic job satisfactions of lower secondary school teachers has been observed higher than extrinsic job satisfactions. As for the motivation dimensions; the highest dimension is of identified dimension. This is followed by intrinsic, introjected and external regulation / control. Furthermore, it has been observed that the highest mean takes place in intrinsic job satisfaction dimension and the lowest mean takes place in external regulation / control motivation dimension. According to gender variable; there emerges a significant difference in the dimensions of trust in principals, intrinsic, identified, introjected and external regulation / control. However, there is no significant difference in the dimensions of trust in colleagues and stake holders, and in all dimensions of organizational justice and job satisfaction. According to the education level of teachers; there emerges no significant difference but in the dimension of external regulation / control of motivation. According to the seniority variable of middle school teachers; there emerges a significant difference in the dimensions of trust in colleagues and stake holders and extrinsic job satisfaction while there is no significant difference in the dimensions of trust in principals, intrinsic job satisfaction and in all organizational justice and motivation dimensions. As for the teachers' years of profession at their present school, there is significant difference in all 12 dimensions. When the correlations of the dimensions of organizational trust, justice, job satisfaction and motivation are taken into account, a moderately positive and significant relationship has been found between the dimensions apart from the dimensions of introjected motivation (ICD) and trust in colleagues (MG). There is a positive and significiant relationship between the dimensions of organizational trust and justice and those of job satisfaction. There is also a positive and significant relationship between job satisfaction and motivation. It has been concluded that lower secondary school teachers' perceptions of organizational trust and justice explain 63% of their job satisfaction and that job satisfaction explains 77% of their motivation. In this case, it can be said that job satisfaction mediates the effect of teachers' organizational trust and organizational perceptions on their motivation.