Furthermore, the teacher selection interview method was perceived as unjust and unfair; it is subjective to influential contacts and favouritism, ignores candidates’ labour and efforts by simply disqualifying most, and has poor reliability and validity structure.
📌 3 Maddede Bu Makale
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Amaç & Hipotez:This paper uniquely applies organisational justice theory to the teacher selection process and analyses the interview method in a centralised, heavily competitive context, with a non-autonomous selection process.
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Temel Bulgular & Veri:Regression analysis indicated that the variables procedural justice, interactional justice, public personnel selection examination score, interview score, being hired, gender, and branch have a significant relationship with distributive justice perceptions.
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Sonuç & Katkı:Furthermore, the teacher selection interview method was perceived as unjust and unfair; it is subjective to influential contacts and favouritism, ignores candidates’ labour and efforts by simply disqualifying most, and has poor reliability and validity structure.
This paper uniquely applies organisational justice theory to the teacher selection process and analyses the interview method in a centralised, heavily competitive context, with a non-autonomous selection process. Regression analysis indicated that the variables procedural justice, interactional justice, public personnel selection examination score, interview score, being hired, gender, and branch have a significant relationship with distributive justice perceptions. Furthermore, the teacher selection interview method was perceived as unjust and unfair; it is subjective to influential contacts and favouritism, ignores candidates’ labour and efforts by simply disqualifying most, and has poor reliability and validity structure.
YAZICI, S., ÜNAL, F., ODACIOĞLU, M. C. (2023). Perceived Fairness of Teacher Selection Process in Turkey. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 12 Sayı: 4, 645–658. https://ajindex.com/articles/965943
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