Investigation of the relationship between class teachers 'organizational justice perceptions and emotional labor levels

The purpose of this research is investigating the relationship between the perceptions of the primary school teachers working in the central district public schools and their perceptions about organizational justice and emotional labor behaviors. The study population of the study, which was conducted with the relational survey model, consisted of 375 teachers working in Bolu central district public schools in the 2016-2017 academic year. 270 of the rotating scales were used as data. As a data collection tool; personal information form, Emotional Labor and Organizational Justice Scales were used. Data were analyzed by SPSS program, frequency, percentage, mean, standard deviation, Man Whitney U, Kruskal Wallis and Spearman Rho Correlation analyzes were performed. According to the results of the study, classroom teachers' perceptions on organizational justice are at the level of "agree", their perceptions towards the level of emotional labor are "most of the time", "sometimes" in superficial role-playing, "most of the time" in deeply acting and "always" in natural feelings. Teachers make emotion regulation at the desired level in the sense of natural emotions. The variables of gender, educational status and union membership did not reveal a significant difference in teachers' perceptions of organizational justice. In addition, while the seniority variable has a significant effect on teachers' perceptions of organizational justice, the perception of organizational justice increases as their seniority increases. It is seen that the teachers have the perception of the lowest level of justice among the teachers for 1-10 years. The educational status and membership of the union did not reveal any significant difference in the perceptions of teachers in emotional labor behaviors in both total and sub-dimensions, superficial role play, deep role play and natural emotions. However, while the seniority variable does not significantly affect teachers' perceptions of deep role-playing and superficial role-playing behaviors, it is observed that they have a significant effect on their perception of natural emotions and total emotional labor behavior. It is seen that there is a significant difference in natural emotions and total emotional labor behavior in favor of teachers with seniority of 21 years or more. There was a significant positive relationship between teachers' organizational justice and total emotional labor and sub-dimensions of superficial role-playing, deep role-playing perceptions, and positive perceptions of organizational justice and natural emotions.