Abstract:

Purpose: This research has been carried out with the aim of determining the teachers of Religious Culture and Ethical Knowledge (DKAB), business satisfaction and organizational justice perceptions. The impact of organizational justice on work satisfaction will also be determined within the work framework.   Method: This study is designed in a relative scan model from quantitative research methods aimed at determining the relationship between the organizational justice perceptions of the DKAB teachers and the job satisfaction. The target universe of the research is made up of 3396 DKAB teachers who work in the 39 districts of Istanbul. The sampling size determined by the proportional mass sampling method, taking into account the 95% confidence level and the 5% confidence range, is 389. The study used the "Organized Justice Scale" developed by Weiss, Dawis, England & Lofquist (1967) and adapted to Turkish by Baycan (1985) and developed by Niehoff and Moorman (1996) and adapted to Turkish by Polat (2007). The data obtained by the measurement tools were analyzed by the SPSS program.   The findings: The study has determined that DKAB teachers have the perception of distribution, processing and interactive justice "mostly". Similarly, the participants also have the general organizational perception of ‘most’ justice. Participants have been found to have “mediate” level individual and “low” level organizational work satisfaction. In addition, the overall level of employment satisfaction of the participants is also "low". However, distribution, processing and interactive justice differs significantly according to gender, educational status and vocational status.   Results and Recommendations: It is necessary that those who are oriented towards educational policies, in accordance with the principles of ethical governance in schools, make a more accurate and calculable understanding of governance dominate in schools, where no discrimination is made between teachers. At this point, the management and teacher assessment criteria can be reviewed and the courses and institutional audits that have been suspended for a long time can be re-worked.

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