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Bu çalışmanın amacı, Türkçe öğretmenlerinin örgütsel adalet algılarının belirli değişkenlere göre incelenmesidir. Çalışmaya, Isparta İl merkezinde bulunan ilköğretim okullarının ikinci kademesinde görev yapan 182 Türkçe öğretmeninden, basit tesadüfi yöntemle seçilmiş, 161 Türkçe öğretmeni gönüllü olarak katılmıştır. Çalışmada, veri toplama aracı olarak kişisel bilgi formu ile Moorman (1991) tarafından hazırlanan ve Türkçe uyarlaması Yıldırım (2010) tarafından yapılan örgütsel adalet ölçeği kullanılmıştır. 25 sorudan oluşan ölçek 5’li likert formunda olup, Prosedürel Adalet, Etkileşimsel Adalet ve Dağıtımsal Adalet olmak üzere 3 alt boyuttan oluşmaktadır. Veriler IBM SPSS istatistik paket programında analizin edilmiştir. Öğretmenlerin ölçeklerden aldıkları puanlar aritmetik ortalama ve standart sapma X±Sd olarak sunulmuştur. Çalışmada normallik durumu Kolmogorov-Smirnov testi uygulanarak incelenmiştir.
Sonuç olarak; Türkçe öğretmenlerinin adalet algısı ölçeği alt boyutlarından Prosedürel Adaletin ortalamanın üzerinde, Etkileşimsel Adaletin yüksek, Dağıtımsal Adaletin ortalamanın üzerinde ve ölçek toplam puanının yüksek olduğu, cinsiyet, yaş, medeni durum, hizmet yılı ve Eğitim düzeyi değişkenine göre adalet algıları incelendiğinde Prosedürel Adalet ve Etkileşimsel Adalet alt boyutları ile ölçek toplamında anlamlı farklılık olmadığı, diğer yandan yaş, medeni durum ve eğitim düzeyi değişkenine göre adalet algıları incelendiğinde Dağıtımsal Adalet alt boyutunda anlamlı bir farklılık olduğu sonucuna ulaşılmıştır.
The aim of this study is to study the organizational justice perceptions of Turkish teachers according to certain variables. In the study, from 182 Turkish teachers who worked in the second stage of the primary schools located in the center of the Isparta province, 161 Turkish teachers, selected by a simple random method, participated voluntarily. The study used the organizational justice scale prepared by Moorman (1991) and made by Turkish adaptation Yıldırım (2010) as a data collection tool. The scale consists of 25 questions in a liquid form of 5 and consists of 3 subdimensions: Procedural Justice, Interactive Justice and Distribution Justice. The data is analyzed in the IBM SPSS statistical package program. The scores that teachers receive from scales are presented as the arithmetic average and standard deviation X±Sd. The normality status in the study was studied by applying the Kolmogorov-Smirnov test.
As a result; the scale of the perception of justice of the Turkish teachers from the lower dimensions to the average of Procedural Justice above the average, Interactive Justice above the average of Distributed Justice and the scale total score is high, gender, age, civil status, year of service and education level variable when the perception of justice is studied, the scale of Procedural Justice and Interactive Justice is not significantly different from the scale total, on the other hand, when the perception of justice is studied by age, civil status and education level variable, the scale of Distributed Justice is significantly different from the scale of justice.
The aim of this study is to examine the organizational justice perceptions of Turkish teachers according to certain variables. 161 Turkish teachers voluntarily participated in the study, selected by simple random method among 182 Turkish teachers working in the second level of primary schools in Isparta city center. Personal information form and organizational justice scale prepared by Moorman (1991) and adapted to Turkish by Yıldırım (2010) were used as data collection tools in the study. The scale, which consists of 25 questions, is in a 5-point Likert form and consists of 3 sub-dimensions: Procedural Justice, Interactional Justice, and Distributive Justice. The data were analyzed in the IBM SPSS statistical package program. The scores that the teachers got from the scales were presented as arithmetic mean and standard deviation X±Sd. In the study, the state of normality was examined by applying the Kolmogorov-Smirnov test.
In conclusion, It was understood that the sub-dimensions of the Turkish teachers' perception of justice scale were above the average for Procedural Justice, High for Interactional Justice, above the average for Distributive Justice, and high total score of the scale. When the perceptions of justice according to gender, age, marital status, years of service and education level are examined, there is no significant difference between the Procedural Justice and Interactional Justice sub-dimensions and the total scale; On the other hand, when the perceptions of justice according to the variables of age, marital status and education level were examined, it was concluded that there was a significant difference in the Distributive Justice sub-dimension.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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