Abstract:

There are several reasons why teachers working in schools display positive and negative employee behaviors. One of these reasons is the perception of organizational justice. In the literature review, it was seen that the qualitative studies on how teachers experience and make sense of in-school practices related to organizational justice were relatively low. In this context, the purpose of this study is to discover teacher experiences regarding unfair practices in school management processes. The study was carried out based on the phenomenology design. The research data were collected through eight group teachers working in Ankara and focus group meetings and 11 teachers. The data were analyzed by content analysis. As a result of the analysis, it was observed that the teachers' experiences related to unfair administrative practices were gathered under two themes: negative emotions and emotional rejection. In the study, the distribution, process and interactional justice sub-dimensions of organizational justice were evaluated as a theme in evaluating the perception of justice for managerial practices. Within this scope, the participants stated that they were exposed to unfair practices mostly in the theme of procedural justice. In the research, it was revealed that the behaviors of exit, voice, neglect, loyalty and whistleblowing among teachers are justice in the management processes

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