Abstract:

The organizational justice perceptions resulting from the assessments of teachers in the schools in which they work have significant results. The work satisfaction included among these results affects the attitudes and behaviors of teachers and their efficiency. The teachers need to learn their attitudes and behaviors on this subject in order for managers who want to increase the effectiveness of the school to best assess human resources. The aim of this research is to determine the impact of organizational justice perceptions in the schools in which teachers work on work satisfaction. The study also analyses whether the demographic characteristics of teachers make differences in the perceptions of organizational justice and work satisfaction. The universe of the research used by the Nicel research method is made up of teachers who work according to the MEB in the Istanbul Province of Bakarköy District. The study included 480 teachers. The study used "Personal Information Form", "Organized Justice Scale" and "Business Satisfaction Scale". The study found that teachers’ perceptions of procedural justice and distribution justice are at the middle level, while interactive justice, external and internal business satisfaction levels are above the middle. The differences were not determined by gender variable, but differences were determined by age, civil status, educational status, year of work and year of work at school. Positive relationships between teachers’ organizational justice and work satisfaction dimensions have been established. The external satisfaction of teachers is identified in interactive and procedural perceptions of justice, and their internal satisfaction is explained by distribution justice and interactive justice. Recommendations on administrative, professional and service-in-training subjects for the findings obtained at the end of the study were developed.

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