Abstract:

The purpose of this research is to examine the relationship between school principals' authoritarian management style and teachers' perceptions of organizational justice and organizational dissent. The population of the research consists of 8989 teachers working in the schools affiliated to the Battalgazi and Yeşilyurt District National Education Directorates, which are the central districts of Malatya in the 2020-2021 academic year, and the sample of the research consists of 535 teachers determined by the quota sampling method from the schools in the population. The research is a quantitative method and was designed with a relational model. In the research, a model that predicts direct and indirect effects has been proposed, taking into account the literature on authoritarian management style, organizational justice and organizational dissent. In order to test this model, a path analysis study was conducted with the variables observed within the framework of structural equation modeling (SEM). As a result of the research, it was seen that 3 of the 10 hypotheses were rejected and 7 of them were accepted. Considering the prominent findings of the study, it was determined that the authoritarian management style of school principals was a negative direct and significant predictor of teachers' organizational justice perceptions. School principals' authoritarian management style is not a direct significant predictor of teachers' perceptions of articulated dissent; however, it was determined that the authoritarian management style predicted teachers' antagonistic and displaced dissent perceptions positively and significantly. When the mediation effects in the research model were examined, it was concluded that organizational justice was a significant mediating variable in the relationship between school principals' authoritarian management style and teachers' perception of articulated and antagonistic dissent. It was found that teachers working with school principals with authoritarian management style avoided the articulated dissent strategy and prefered to antagonistic and displaced dissent; however, it has been determined that if the authoritarian principal is fair, teachers can prefer the articulated dissent strategy. These results reveal the importance of organizational justice in the development of articulated dissent in schools.

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