RELATIONSHIP BETWEEN SCHOOL MANAGERS’ AND TEACHERS’ DOWNARD AND UPWARD INFLUENCE TACTICS AND ORGANİZATIONAL JUSTICE

Project Supported by Higher Education Institutions, 2012 - 2014

RELATIONSHIP BETWEEN SCHOOL MANAGERS’ AND TEACHERS’ DOWNARD AND

UPWARD INFLUENCE TACTICS AND ORGANİZATIONAL JUSTICE

In this study, it was aimed to determine how the secondary school administrators and teachers influence

each other and their perceptions towards the types of organizational justice. It was also tested whether the

types of organizational justice predict the organizational influence strategies or not. The study which is a

relational survey model was designed with a mixed research design including quantitative and qualitative

methods.

In the quantitative phase of the study, the data was collected from 284 school administrators and 854

teachers. The sample of the study consisted of secondary school managers and teachers working at İstanbul,

Tekirdağ, Balıkesir, İzmir, Muğla, Bursa, Kocaeli, Konya, Karaman, Adana, Hatay, Kırşehir, Kırıkkale,

Zonguldak, Samsun, Trabzon, Ordu, Erzurum, Ağrı, Malatya, Muş, Gaziantep and Diyarbakır city centers.

The data were analysed with SPSS 13 and LISRELL 8.7. In the analysis of the data, descriptive statistics such

as mean and standard deviation, variance analysis, path analysis, exploratory and confirmatory factor analysis

techniques were used. In the qualitative phase of the study, 18 school managers and 20 public secondary school teachers in

central districts of Ankara, Kırıklale, Kırşehir, Konya, Muğla, İzmir, Muş, Bursa, İzmit, İstanbul were

interviewed. The qualitative data were analyzed with the content analysis method

According to the results of the study, while teachers highly use friendliness, bargaining and

assertiveness tactics to influence their managers, they use higher authority and coalition tactics at moderate

level. The teachers use reasoning tactics the least. On the other hand, school administrators use friendliness,

bargaining and coalition tactics highly, higher authority and sanction tactics at moderate level and reasoning

tactics the least. The results also showed that among the types of organizational justice the distributive justice,

procedural justice and interactional justice predicts the organizational influence strategies of the teachers and

the school administrators the best.

When the opinions of the teachers in terms of demographic variables were examined, while significant

differences were found in organizational influence strategies of the teachers according to sex, seniority in the

job, the educational status and the total number of students at school, there was no significant difference

according to the total number of teachers. When the opinions of the school administrators in terms of

demographic variables were examined, no significant differences were found in organizational influence

strategies of the school administrators according to sex, seniority in the job, the educational status, the total

number of students at school and the total number of teachers at school. While there were no significant

differences in the types of organizational justice of the teachers according to seniority in the job, the

educational status, the total number of students at school and the total number of teachers at school, a

significant difference was found according to sex. While there were no significant differences in the types of

organizational justice of the school administrators according to sex, the educational status, the total number

of students at school and the total number of teachers at school, a significant difference was found according

to seniority in the job.

Based on the results of the study, some suggestions were given about the organizational influence

strategies used by school managers and teachers and their perceptions towards the types of organizational

justice.