Abstract:

The objective of this research is to determine the organizational justice perceptions of teachers by deeply addressing the issue of organizational justice in educational institutions. In this study, the quality research method has been used in accordance with this purpose and the phenomenology design has been adopted. The data of the study was collected in a semi-configured interview form. 15 teachers working in Ankara have been provided to collect research data. In the analysis of the interview texts, tables were displayed, the analysis of the data used imaging analysis and content analysis. The teachers’ organizational perception of justice has been discussed, the meaning of justice-organizational justice for teachers, the practices that are fair and unfair in schools, the solutions proposed by teachers for the provision of justice in schools have been analyzed. The results of the study show that justice is a subjective concept. The perception of organizational justice of most participants is negative in the scale of distribution, processing and interactive justice. Unfair practices have the greatest impact on the performance of teachers; fair practices have the greatest motivation for teachers who are involved in the interview. The process of distribution of organizational resources in the formation of the teachers' perception of justice, the attitudes and behaviors showed by the school managers in the implementation of organizational processes, the way in which organizational decisions are transmitted is effective. The building of an environment in which teachers working in schools with educational organizations will make them shape the future in peace, confidence, and giving students the value of justice, organizational justice is necessary and important in order to the objectives of national education. As a result, all dimensions of justice are interacting with each other. In this regard, justice in schools should be provided in all dimensions.

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