Justice, Citizenship And Trust In Organizations: Perceptions Of Primary School Teachers

This research examines primary school teachers’ perceptions of organizational justice, trust, and citizenship. The study was conducted with randomly selected 414 primary school teachers working in state schools in six districts.. “Personal Information Form,” “Organizational Justice Scale,” “Organizational Trust Scale,” and “Organizational Citizenship Scale” were used to collect the data. A correlational scanning model was used in the study. Participants scored highly on the Distributive Justice, Interactional Justice, and Procedural Justice dimensions of the Organizational Justice Scale and generally on the Organizational Justice Perception scale. Teachers scored high on the sub-dimensions of Organizational Commitment, Autonomy and Initiative, and Voluntary Participation sub-dimensions of the Organizational Citizenship Scale.Teachers have scored moderately on Respect and Cooperation, Harmony and Obedience, Selflessness, and Conscientiousness sub-dimensions, but have scored low on the overall Organizational Citizenship Perception scale. The strong correlation between teachers’ organizational citizenship behaviors and their perception of organizational trust highlights the potential for schools to build trust and foster active teachers’ participation in school processes. When schools have a strong grasp of justice and foster a culture of trust, it can positively impact school effectiveness and performance. This study offers valuable insights for developing effective strategies aimed at creating a healthier work environment and improving communication within educational institutions. As the first study of its kind conducted in North Cyprus, it serves as a crucial resource for future research in this area, enhancing its significance. In addition, these findings can be valuable for managers, leaders, and researchers seeking to improve the internal dynamics of schools.