Organizational citizenship and organizational justice in Turkish primary schools

Abstract

Purpose The purpose of this study is to determine primary school teachers' perceptions regarding organizational citizenship and organizational justice. The study also aims to determine whether such perceptions vary depending on the variables of gender, field of study and seniority, and whether organizational citizenship behaviors and organizational justice are related. Design/methodology/approach Data were gathered via a survey instrument that incorporated the “Organizational Citizenship Behavior Scale for Schools” (OCB‐Scale) and the “Organizational Justice Scale” (OJS). Findings It was found that the teachers had positive perceptions regarding organizational citizenship and organizational justice. Their organizational citizenship perceptions did not vary according to gender, field of study and seniority, whereas their organizational justice perceptions varied according to seniority, but not gender and field of study. There was a moderate positive relationship between the teachers' organizational citizenship and organizational justice perceptions. Research limitations/implications The study is limited to the perceptions of primary school teachers. Practical implications The findings of this research provide particular information for Turkish policy makers concerned with school administration as well as insights that may be relevant to similar studies internationally. Originality/value The study of organizational citizenship and organizational justice in schools adds to a relatively limited literature on this theme.