Organizational justice perceptions of school managers and teachers in elementary schools (Siirt sample)

This study aims to investigate organizational justice perceptions of schools' principals and teachers on duty at elementary schools. The research uses mixed method. The population of the study are composed of school principals and teachers working at public elementary schools in Siirt in 2015-2016 educational terms. Randomly selected 68 school principals and 276 teachers made the sampling for the present study. This study uses "Scale of Organizational Justice" to collect quantitative data, and analyses were conducted through SPSS. With a purpose of investigating organizational justice perceptions profoundly, semi-structured interviews with 22 principals and 44 teachers from schools in Siirt in 2017/18 education year build qualitative data for the present study. The results show that there are not statistically significant differences between principals and teachers in terms of seniority, gender, marital status, and majoring. But, statistically significant differences on behalf of principals were found regarding sub-dimensions of procedural justice and interactional justice. Furthermore, this study finds that organizational justice perception of principals and teachers is affected by course load, course schedule, school watches and commemoration programmes. The participants in this research indicated that equality, justice, respect, and consultation in decision-making process regarding school may improve organizational justice perception. The present study also found that organizational justice has a significant impact on school setting, motivation, organizational commitment, desire, and performance of teachers. Finally, this study iv concludes that organizational justice has a key role in school success and effectuation of school mission. Keywords: Justice, organizational, distributive, procedural, interactional