An Analysis of Organizational Justice and Organizational Identification Relation Based on Teachers' Perceptions

Abstract

This study intends to analyze the relation between organizational justice and organizational identification based on teachers' perceptions. The study group consists of 1223 teachers working at secondary and high-schools during the 2015-2016 academic year in 14 county towns of Balikesir in Turkey. The data was collected by Organizational Justice Scale and Organizational Identification Scale. The findings of the study showed that secondary and high school teachers have positive opinions concerning organizational justice and identification. Teachers' perceptions of organizational justice differ significantly according to their seniority and workplaces. All sub-dimensions of organizational justice were found to be a significant predictor of organizational identification, yet the sub-dimension of procedural justice was found to be the most significant one. Another strong predictor of organizational identification appeared to be interactional justice. Lastly, it was found that distributive justice has little effect on organizational identification.

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