The aim of this research was to describe teachers' organizational citizenship behaviors and organizational justice perceptions, and to compare the groups according to gender, marital status and work experience variables. Besides, it was aimed to define the effect of organizational justice on organizational citizenship behaviors. Conducted by descriptive relational model, the study had a sample of 300 teachers working in Kayseri in 2016-2017 academic year. The research data was collected with Teachers' Organizational Justice Perceptions Scale and Organizational Citizenship Behaviors Scale. After the descriptive analyses, t-test, one-way Anova, simple and multi linear regression analyses were applied. The results showed that teachers' perceptions of organizational justice and of organizational justice dimensions were moderate and they exhibited organizational citizenship behaviors at a high level. It was observed that in organizational justice scores the gender and marital status of the participants were the sources of significant differences between the groups, whereas in organizational citizenship scores only marital status variable was the source of significant differences. The work experience of the teachers was not a source of significant differences between the groups. Simple linear regression analysis showed that teachers' organizational justice perceptions predicted 12% of organizational citizenship behaviors. In multiple linear regression analysis, stepwise model showed that organizational citizenship behaviors were predicted only by the interactional justice dimension, not by distributive or procedure justice. For the researchers it is advised to do more quantitative studies with larger samples and in different sectors to test whether the effect of interactional justice is consistent or not. Developing policies that will enhance the perceptions of justice among teachers is advised to the practitioners.
In this study, it was aimed to examine teachers" workplace aggression behaviors and organizational justice perceptions and test the predictive effect of organizational justice on workplace aggression. Designed with causal comparative and correlational methods, the study had a sampling of 408 teachers, working in Kayseri and selected according to proportional stratified random sampling technique. Teachers" Workplace Aggression Scale developed by the researchers and Organizational Justice Types Scale by Kuru-Çetin (2013) were used as data collection tools. Mann-Whitney U, Kruskal Wallis, t-test, one way ANOVA, simple and multiple linear regression analyses were used in data analyses. The results showed that teachers rarely observe aggressive behaviors at school, with a higher mean of covert workplace aggression score than that of overt workplace aggression. Organizational justice perceptions were at medium level, with a higher mean of procedural justice score than that of distributive justice. The simple linear regression analysis showed that organizational justice, explaining 10% of the variance, was a significant predictor of teachers" workplace aggression behaviors. However, in the multiple linear regression it was observed that procedural justice, explaining 10% of the variance, was the only significant predictor of workplace aggression and distributive justice wasn"t a significant predictor of teachers" workplace aggression.
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