Correlation between Organizational Justice, Supervisor Support and Organizational Identification Perceived in Schools

Abstract

This study is aimed to examine the correlations between teachers' organizational justice perceptions, supervisor support perceptions and organizational identifications and to analyze the role of supervisor support in this relationship. The study group of the research consists of 292 teachers working in the public high schools in Giresun province centre during the 2017 - 2018 academic year. "Organizational Justice Scale" developed by Hoy & Tarter (2004), "Organizational Identification Scale" developed by Mael and Ashforth (1992) and "Supervisor Support Scale" developed by Giray and Şahin (2012) are used to collect data in the study. The correlations between variables are tested with the structural equation model. According to the results, there is a positive correlation between teachers' organizational justice perceptions, supervisor support perceptions and identifications. Teachers' organizational justice perceptions affect positively their organizational identifications and supervisor support perceptions, and the supervisor support perceptions affect positively their organizational identifications. However, perception of supervisor support do not have an intermediary role in the relationship between teachers’ perceptions of organizational justice and organizational identifications.