The Role of Organizational Justice Perceived by Teachers on the Ethical Dilemmas They Experience

Year 2024, Volume: 12 Issue: 1, 362 - 406, 29.03.2024

Esra Saçlı Fatih Camadan

https://doi.org/10.46778/goputeb.1387121

Abstract

This study aims to examine the role of organizational justice perceived by teachers in the ethical dilemmas they experience. The research, conducted using a correlation survey model, included a sample of 379 teachers (215 female and 164 male) working in secondary and high schools. The findings of the research revealed that there were no significant differences in the ethical dilemmas experienced by teachers based on variables such as gender, age, type of institution, and education level. However, it was found that there was a significant difference in the behavioral ethical dilemma dimension, structural ethical dilemma dimension, and the overall score of ethical dilemmas at schools based on the teachers' branch of specialization. Furthermore, differences were identified in the structural ethical dilemma dimension based on the type of employment. In addition, the study revealed that there was a negative, low-level, and significant relationship between teachers' ethical dilemma levels and their perceptions of organizational justice. Organizational justice was found to predict 8% of the total variation in ethical dilemmas. Moreover, the behavioral ethical dilemma dimension was found to significantly contribute to the total score of ethical dilemmas in schools. However, the structural ethical dilemma dimension and the interactional ethical dilemma dimension did not significantly contribute to the overall score of ethical dilemmas in schools.

Keywords

Teacher, Organizational Justice, Ethical Dilemma

Öğretmenlerin Yaşadıkları Etik İkilemler Üzerinde Algıladıkları Örgütsel Adaletin Rolü

Abstract

Bu araştırmada, öğretmenlerin yaşadıkları etik ikilemler üzerinde algıladıkları örgütsel adaletin rolünün incelenmesi amaçlanmıştır. İlişkisel tarama modelinde gerçekleştirilen bu araştırmanın örneklemi ortaokul ve liselerde görev yapan 379 (215 kadın, 164 erkek) öğretmenden oluşmaktadır. Araştırma sonucunda öğretmenlerin yaşadıkları etik ikilemlerin cinsiyet, yaş, kurum türü, öğrenim düzeyi değişkenlerine göre anlamlı bir farklılık göstermediği belirlenmiştir. Ancak branş değişkenine göre davranışsal etik ikilem boyutunda, yapısal etik ikilem boyutunda ve okullarda etik ikilem toplam puanında; istihdam şekline göre ise yapısal etik ikilem boyutunda anlamlı farklılık olduğu belirlenmiştir. Ayrıca, araştırma öğretmenlerin yaşadıkları etik ikilem düzeyleri ile örgütsel adalet algıları arasında negatif yönde, düşük düzeyde ve anlamlı bir ilişkinin bulunduğunu ortaya koymuştur. Örgütsel adaletin etik ikilemdeki toplam değişimin %8’ini açıkladığı belirlenmiştir. Bununla birlikte, Dağıtımsal Adalet Algısının öğretmenlerin Okullarda Etik İkilem Ölçeği Toplam’ından aldıkları puanları anlamlı şekilde açıkladığı; İşlemsel Adalet ve Etkileşimsel Adalet Algısının ise öğretmenlerin Okullarda Etik İkilem Ölçeği Toplam’ından aldıkları puanları anlamlı şekilde açıklamadığı bulunmuştur.

Keywords

Öğretmen, Örgütsel Adalet, Etik İkilem

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