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Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice

Yıl 2020, Cilt: 9 Sayı: 3, 1391 - 1409, 21.07.2020
https://doi.org/10.33206/mjss.656710

Öz

In this study, it was aimed to examine teachers’ workplace aggression behaviors and organizational justice perceptions and test the predictive effect of organizational justice on workplace aggression. Designed with causal comparative and correlational methods, the study had a sampling of 408 teachers, working in Kayseri and selected according to proportional stratified random sampling technique. Teachers’ Workplace Aggression Scale developed by the researchers and Organizational Justice Types Scale by Kuru-Çetin (2013) were used as data collection tools. Mann-Whitney U, Kruskal Wallis, t-test, one way ANOVA, simple and multiple linear regression analyses were used in data analyses. The results showed that teachers rarely observe aggressive behaviors at school, with a higher mean of covert workplace aggression score than that of overt workplace aggression. Organizational justice perceptions were at medium level, with a higher mean of procedural justice score than that of distributive justice. The simple linear regression analysis showed that organizational justice, explaining 10% of the variance, was a significant predictor of teachers’ workplace aggression behaviors. However, in the multiple linear regression it was observed that procedural justice, explaining 10% of the variance, was the only significant predictor of workplace aggression and distributive justice wasn’t a significant predictor of teachers’ workplace aggression. The practical and theoretical implications of the study were discussed.

Kaynakça

  • Addal, A., Abdulal, A., Kyeremeh, E., & Sarfo, J. O. (2108). Influence of organizational justice and job satisfaction on turnover intentions among teachers. European Journal of Contemporary Education, 7(2), 235-243.
  • Akman, Y. (2018). The examination of the relationship with diversity management capabilities of school principals and organizational justice according to teachers’ opinions. Hitit University Journal of Social Sciences Institute, 11, 611- 626.
  • Altınkurt, Y., & Yılmaz, K. (2010). Değerlere göre yönetim ve örgütsel adalet ilişkisinin ortaöğretim okulu öğretmenlerinin algilarina göre incelenmesi. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 16(4), 463-485.
  • Andela, M., & Truchot, D. (2017). The impact of distributive and procedural justice on burnout: does it affect French and German teachers differently? International Journal of Culture and Mental Health, 10(3), 276-284.
  • Anderson, C. A. & Bushman, B. J. (2002). Human aggression. Psychology, 53(1), 27-51.
  • Anderson, C. A., & Huesmann, L. R. (2003). Human aggression: A social cognitive view. M. A. Hogg & J. Cooper (Ed.) The Sage handbook of social psychology (s. 296-323). Thousand Oaks, CA: Sage.
  • Arnold, K. A., Dupré, K. E., Hershcovis, M. S., & Turner, N. (2011). Interpersonal targets and types of workplace aggression as a function of perpetrator sex. Employee Responsibilities and Rights Journal, 23(3), 163-170.
  • Aubé, C., & Rousseau, V. (2011). Interpersonal aggression and team effectiveness: The mediating role of team goal commitment. Journal of Occupational and Organizational Psychology, 84(3), 565-580.
  • Ay, G., & Koç, H. (2014). Örgütsel adalet algısı ile örgütsel bağlılık düzeyi arasındaki ilişkinin belirlenmesi: Öğretmenler üzerinde bir inceleme. İşletme Araştırmaları Dergisi, 6(2), 67-90.
  • Bal, V. (2014). Örgütsel adalet ve örgütsel bağlilik ilişkisi: Manisa’daki eğitim kurumlarında bir araştırma. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 6(1), 1-9.
  • Balcı, A. (2015). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler. Ankara: Pegem Akademi Yayıncılık.
  • Barling, J. (1996). The prediction, experience, and consequences of workplace violence. Violence on the Job: Identifying Risks and Developing Solutions, 29-49.
  • Baron, R. A., & Neuman, J. H. (1996). Workplace violence and workplace aggression: Evidence on their relative frequency and potential causes. Aggressive Behavior, 22(3), 161-173.
  • Baron, R. A., Neuman, J. H., & Geddes, D. (1999). Social and personal determinants of workplace aggression: Evidence for the impact of perceived injustice and the Type A behavior pattern. Aggressive Behavior, 25(4), 281-296.
  • Baş, G., & Şentürk, C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlik ve örgütsel güven algilari. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(1), 29-62.
  • Beugré, C. D. (2005a). Reacting aggressively to injustice at work: a cognitive stage model. Journal of Business and Psychology, 20(2), 291-301.
  • Beugré, C. D. (2005b). Understanding injustice-related aggression in organizations: A cognitive model. The International Journal of Human Resource Management, 16(7), 1120-1136.
  • Bies, R. J., Tripp, T. M., & Kramer, R. M. (1997). At the breaking point: Cognitive and social dynamics of revenge in organizations. RA Giacalone, 81, 18-36.
  • Björkqvist, K. (1994). Sex differences in physical, verbal, and indirect aggression: A review of recent research. Sex Roles, 30(3), 177-188.
  • Björkqvist, K., Osterman, K., & Hielt-Back, M. (1994). Aggression among university employees. Aggressive Behavior, 20(3), 173-184.
  • Blasé, J., & Blasé, J., (2003). The phenomenology of principal mistreatment: Teachers’ perspectives. Journal of Educational Administration, 41, 367–422.
  • Boye, M. W., & Jones, J. W. (1997). Organizational culture and employee counter-productivity R. Giacalone and J. Greenberg (Ed.) Antisocial behavior in organizations (pp. 172-184). Thousand Oaks, CA: Sage.
  • Bölükbaşıoğlu, K. (2013). Öğretmenlerin Örgütsel Adalet Algilari ile Örgütsel Sinizm Tutumlari Arasindaki Ilişki (Unpublished Masters’ Thesis), Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Burton, J. P. (2015). The role of job embeddedness in the relationship between bullying and aggression. European Journal of Work and Organizational Psychology, 24(4), 518-529.
  • Burton, J. P., Mitchell, T. R., & Lee, T. W. (2005). The role of self-esteem and social influences in aggressive reactions to interactional injustice. Journal of Business and Psychology, 20(1), 131-170.
  • Bushman, B. J. & Anderson, C. A. (2002). Violent video games and hostile expectations: A test of the general aggression model. Personality and Social Psychology Bulletin, 28(12), 1679-1686.
  • Can, A. (2014). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi. Ankara: Pegem Akademi.
  • Childress, N. M. (2014). The Effect of Organizational Violence Prevention Climate and Workplace Aggression Within Schools: An Investigation of Burnout Syndrome in Teachers and The Moderating Effect of Locus Of Control, Communal Orientation, and Violence Prevention Climate (Unpublished Masters’ Thesis). Graduate School of Wayne State University, Detroit, Michigan.
  • Coşkun, B. (2019). Devlet Okullarında Öğretmenlerin İşyeri Saldırganlığı Davranışları ve Örgütsel Adaletle İlişkisi (Unpublished Doctoral Dissertation). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
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Öğretmenlerin İşyeri Saldırganlığı Davranışları ve Örgütsel Adaletle İlişkisi

Yıl 2020, Cilt: 9 Sayı: 3, 1391 - 1409, 21.07.2020
https://doi.org/10.33206/mjss.656710

Öz

Bu çalışmanın amacı öğretmenlerin işyeri saldırganlığı davranışları ve örgütsel adalet algısı incelemek, örgütsel adaletin işyeri saldırganlığını açıklama düzeyi test etmektir. Nedensel karşılaştırma ve ilişkisel desenlerle şekillenen araştırmanın örneklemini oranlı tabakalı örnekleme yöntemiyle belirlenen ve Kayseri’de görev yapan 408 öğretmen oluşturmuştur. Veriler araştırmacılar tarafından geliştirilen ‘Öğretmenlerin İşyeri Saldırganlığı Ölçeği’ ve Kuru-Çetin (2013) tarafından geliştirilen ‘Örgütsel Adalet Türleri Ölçeği’ ile toplanmıştır. Veri analizlerinde Mann-Whitney U, Kruskal Wallis, t-testi, tek yönlü ANOVA, basit ve çoklu doğrusal regresyon analizleri kullanılmıştır. Sonuçlar öğretmenlerin saldırgan davranışları nadiren gözlediklerini, gizli saldırganlığın ise açık saldırganlıktan daha fazla gözlendiğini göstermiştir. Örgütsel adalet algısı orta düzeydedir ancak süreç adaletine dair algı dağıtım adaletine göre daha yüksektir. Basit doğrusal regresyon analizi, saldırganlık puanlarındaki varyasyonun %10’unu açıklayan örgütsel adaletin işyeri saldırganlığının anlamlı bir yordayıcısı olduğunu göstermiştir. Ancak çoklu doğrusal regresyon analizindedağıtım adaletinin bu yordama düzeyine anlamlı katkısı olmadığı, asıl yordayıcının süreç adaleti olduğu görülmüştür. Çalışmanın bulgularının uygulamada ve teorideki sonuçları tartışılmıştır.

Kaynakça

  • Addal, A., Abdulal, A., Kyeremeh, E., & Sarfo, J. O. (2108). Influence of organizational justice and job satisfaction on turnover intentions among teachers. European Journal of Contemporary Education, 7(2), 235-243.
  • Akman, Y. (2018). The examination of the relationship with diversity management capabilities of school principals and organizational justice according to teachers’ opinions. Hitit University Journal of Social Sciences Institute, 11, 611- 626.
  • Altınkurt, Y., & Yılmaz, K. (2010). Değerlere göre yönetim ve örgütsel adalet ilişkisinin ortaöğretim okulu öğretmenlerinin algilarina göre incelenmesi. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 16(4), 463-485.
  • Andela, M., & Truchot, D. (2017). The impact of distributive and procedural justice on burnout: does it affect French and German teachers differently? International Journal of Culture and Mental Health, 10(3), 276-284.
  • Anderson, C. A. & Bushman, B. J. (2002). Human aggression. Psychology, 53(1), 27-51.
  • Anderson, C. A., & Huesmann, L. R. (2003). Human aggression: A social cognitive view. M. A. Hogg & J. Cooper (Ed.) The Sage handbook of social psychology (s. 296-323). Thousand Oaks, CA: Sage.
  • Arnold, K. A., Dupré, K. E., Hershcovis, M. S., & Turner, N. (2011). Interpersonal targets and types of workplace aggression as a function of perpetrator sex. Employee Responsibilities and Rights Journal, 23(3), 163-170.
  • Aubé, C., & Rousseau, V. (2011). Interpersonal aggression and team effectiveness: The mediating role of team goal commitment. Journal of Occupational and Organizational Psychology, 84(3), 565-580.
  • Ay, G., & Koç, H. (2014). Örgütsel adalet algısı ile örgütsel bağlılık düzeyi arasındaki ilişkinin belirlenmesi: Öğretmenler üzerinde bir inceleme. İşletme Araştırmaları Dergisi, 6(2), 67-90.
  • Bal, V. (2014). Örgütsel adalet ve örgütsel bağlilik ilişkisi: Manisa’daki eğitim kurumlarında bir araştırma. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 6(1), 1-9.
  • Balcı, A. (2015). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler. Ankara: Pegem Akademi Yayıncılık.
  • Barling, J. (1996). The prediction, experience, and consequences of workplace violence. Violence on the Job: Identifying Risks and Developing Solutions, 29-49.
  • Baron, R. A., & Neuman, J. H. (1996). Workplace violence and workplace aggression: Evidence on their relative frequency and potential causes. Aggressive Behavior, 22(3), 161-173.
  • Baron, R. A., Neuman, J. H., & Geddes, D. (1999). Social and personal determinants of workplace aggression: Evidence for the impact of perceived injustice and the Type A behavior pattern. Aggressive Behavior, 25(4), 281-296.
  • Baş, G., & Şentürk, C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlik ve örgütsel güven algilari. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(1), 29-62.
  • Beugré, C. D. (2005a). Reacting aggressively to injustice at work: a cognitive stage model. Journal of Business and Psychology, 20(2), 291-301.
  • Beugré, C. D. (2005b). Understanding injustice-related aggression in organizations: A cognitive model. The International Journal of Human Resource Management, 16(7), 1120-1136.
  • Bies, R. J., Tripp, T. M., & Kramer, R. M. (1997). At the breaking point: Cognitive and social dynamics of revenge in organizations. RA Giacalone, 81, 18-36.
  • Björkqvist, K. (1994). Sex differences in physical, verbal, and indirect aggression: A review of recent research. Sex Roles, 30(3), 177-188.
  • Björkqvist, K., Osterman, K., & Hielt-Back, M. (1994). Aggression among university employees. Aggressive Behavior, 20(3), 173-184.
  • Blasé, J., & Blasé, J., (2003). The phenomenology of principal mistreatment: Teachers’ perspectives. Journal of Educational Administration, 41, 367–422.
  • Boye, M. W., & Jones, J. W. (1997). Organizational culture and employee counter-productivity R. Giacalone and J. Greenberg (Ed.) Antisocial behavior in organizations (pp. 172-184). Thousand Oaks, CA: Sage.
  • Bölükbaşıoğlu, K. (2013). Öğretmenlerin Örgütsel Adalet Algilari ile Örgütsel Sinizm Tutumlari Arasindaki Ilişki (Unpublished Masters’ Thesis), Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Burton, J. P. (2015). The role of job embeddedness in the relationship between bullying and aggression. European Journal of Work and Organizational Psychology, 24(4), 518-529.
  • Burton, J. P., Mitchell, T. R., & Lee, T. W. (2005). The role of self-esteem and social influences in aggressive reactions to interactional injustice. Journal of Business and Psychology, 20(1), 131-170.
  • Bushman, B. J. & Anderson, C. A. (2002). Violent video games and hostile expectations: A test of the general aggression model. Personality and Social Psychology Bulletin, 28(12), 1679-1686.
  • Can, A. (2014). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi. Ankara: Pegem Akademi.
  • Childress, N. M. (2014). The Effect of Organizational Violence Prevention Climate and Workplace Aggression Within Schools: An Investigation of Burnout Syndrome in Teachers and The Moderating Effect of Locus Of Control, Communal Orientation, and Violence Prevention Climate (Unpublished Masters’ Thesis). Graduate School of Wayne State University, Detroit, Michigan.
  • Coşkun, B. (2019). Devlet Okullarında Öğretmenlerin İşyeri Saldırganlığı Davranışları ve Örgütsel Adaletle İlişkisi (Unpublished Doctoral Dissertation). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
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  • Folger, R., & Cronpanzano, R. (1998). Organizational justice and human resource management. Thousand Oaks, CA: Sage Publications.
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  • Geen, R.G. (2001). Human aggression. Philadelphia, PA: Open University Press.
  • Glomb, T. M. (2010). Predicting workplace aggression: Reciprocal aggression, organizational, and individual antecedents. International Journal of Organization Theory and Behavior, 13(2), 249-261.
  • Greenberg, J., & Alge, B. J. (1998). Aggressive reactions to workplace injustice. R. W. Griffin, A. O’Leary-Kelly & J. M. Collins (Ed.) Dysfunctional behavior in organizations, Part A: Violent and deviant behavior (pp. 83–117). London: JAI Press.
  • Güneş, A. M., & Buluç, B. (2012). İlköğretim okullarında dönüşümcü liderlik ile örgütsel adalet arasındaki ilişki. Türk Eğitim Bilimleri Dergisi, 10(3), 411-437.
  • Güngör, S. K., & Potuk, A. (2018). Öğretmenlerin mobbing, örgütsel adalet ve örgütsel sessizlik algıları ve aralarindaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 723-742.
  • Hakim, M., Mukhtar, M., & Abdullah, T. (2017). The effect of team chracteristics, organizational justice, and work ethıc on teacher job performance of state primary school at East Jakarta. Ijer-Indonesian Journal of Educational Review, 4(2), 137-146.
  • Harachi, T. W., Fleming, C. B., White, H. R., Ensminger, M. E., Abbott, R. D., Catalano, R. F., & Haggerty, K. P. (2006). Aggressive behavior among girls and boys during middle childhood: Predictors and sequelae of trajectory group membership. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(4), 279-293.
  • Jawahar, I. M. (2002). A model of organizational justice and workplace aggression. Journal of Management, 28(6), 811-834.
  • Johnson, S. L. (2009). Improving the school environment to reduce school violence: A review of the literature. Journal of School Health, 79(10), 451-465.
  • Johnson, B. R., & Barton-Bellessa, S. M. (2014). Consequences of school violence: Personal coping and protection measures by school personnel in their personal lives. Deviant Behavior, 35(7), 513-533.
  • Karasar, N. (2015). Bilimsel Araştırma Yöntemi. Ankara: Nobel Akademik Yayıncılık.
  • Kármen, D., & Ştefan, S. (2013). A quantitative meta-analysis of the association between subtypes of aggression and sociometric status in primary school children. Transylvanian Journal of Psychology, 14(2), 147-172.
  • Kaukiainen, A., Salmivalli, C., Björkqvist, K., Österman, K., Lahtinen, A., Kostamo, A., & Lagerspetz, K. (2001). Overt and covert aggression in work settings in relation to the subjective well‐being of employees. Aggressive Behavior, 27(5), 360-371.
  • Kayseri İl Milli Eğitim Müdürlüğü (2016). Kayseri Milli Eğitim İstatistikleri 2015-2016. 05.03.2017 tarihinde http://kayseri.meb.gov.tr/www/icerik_goruntule.php?KNO=43 web adresinden erişilmiştir.
  • Kuru-Çetin, S. (2013). Okul yöneticileri ve öğretmenlerin birbirlerini etkileme taktiklerinin örgütsel adalet ile ilişkisi (Unpublished Doctoral Dissertation). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Loeber, R., & Hay, D. (1997). Key issues in the development of aggression and violence from childhood to early adulthood. Annual Review of Psychology, 48(1), 371-410.
  • Liu, J., Lewis, G., & Evans, L. (2013). Understanding aggressive behaviour across the lifespan. Journal of Psychiatric and Mental Health Nursing, 20(2), 156-168.
  • Nayır, K. F. (2016). Developing organizational revenge scale and examining teachers' opinions about organizational revenge. International Online Journal of Educational Sciences, 8(3), 1-15.
  • Nesdale, D., & Pickering, K. (2006). Teachers’ reactions to children's aggression. Social Development, 15(1), 109-127.
  • Neuman, J. H., & Baron, R. A. (2005). Aggression in the workplace: A social-psychological perspective. S. Fox & P. E. Spector (Ed.), Counterproductive Work Behavior: Investigations of Actors and Targets (pp. 13-40). Washington, DC, US: American Psychological Association.
  • Neuman, J. H., & Baron, R. A. (1998). Workplace violence and workplace aggression: Evidence concerning specific forms, potential causes, and preferred targets. Journal of Management, 24(3), 391-419.
  • Neuman, J. H., & Baron, R. A. (1997). Aggression in the workplace. R.A. Ciacalone & J. Greenberg (Ed.) Antisocial Behavior in Organizations (pp. 37-67). Thousand Oaks, CA, US: Sage Publications, Inc.
  • Özdevecioğlu, M. (2003). Algılanan örgütsel adaletin bireylerarasi saldirgan davranişlar üzerindeki etkilerinin belirlenmesine yönelik bir araştirma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 21, 77-96.
  • Olson, K. M. (2002). Detecting a common interpretive framework for impersonal violence: The homology in participants’ rhetoric on sport hunting,“hate crimes,” and stranger rape. Southern Journal of Communication, 67(3), 215-244.
  • Peek-Asa, C., Runyan, C. W., & Zwerling, C. (2001). The role of surveillance and evaluation research in the reduction of violence against workers. American Journal of Preventive Medicine, 20(2), 141-148.
  • Polat, S., & Celep, C. (2008). Ortaöğretim öğretmenlerinin örgütsel adalet, örgütsel güven, örgütsel vatandaşlık davranışlarına ilişkin algıları. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 14(2), 307-331.
  • Rai, S. (2002). Preventing workplace aggression and violence--A role for occupational therapy. Work, 18(1), 15-22.
  • Salin, D. (2003). Ways of explaining workplace bullying: A review of enabling, motivating and precipitating structures and processes in the work environment. Human relations, 56(10), 1213-1232.
  • Şahin, E. (2014). Ortaöğretim Kurumlarında Örgütsel Kimlik, Örgütsel İmaj, Örgütsel Özdeşleşme ve Örgütsel Adalet. (Unpublished Doctoral Dissertation). Ege Üniversitesi Sosyal Bilimler Enstitüsü.
  • Titrek, O. (2009). Okul türüne göre okullardaki örgütsel adalet düzeyi. Uluslararası İnsan Bilimleri Dergisi, 6(2), 551-573.
  • Thompkins, A. C., Chauveron, L. M., Harel, O., & Perkins, D. F. (2014). Optimizing violence prevention programs: An examination of program effectiveness among urban high school students. Journal of School Health, 84(7), 435-443.
  • Turner, J. B. (2018). Organizational justice and enabling school structure as predictors of organizational citizenship behavior (Unpublished Doctoral dissertation). The University of Alabama Department of Education Leadership, Policy, and Technology Studies.
  • Ünlü, A., Evcin, U., Yılmaz, H. B., & Dalkılıç, A. (2013). The prevalence of crime and violence in Istanbul public high schools: comparison of school types. Anatolian Journal of Psychiatry, 14(2), 152-160.
  • Ünlü, A., Hamedoğlu, M. A., & Yaman, E. (2015). Öğretmenlerin örgütsel adalet algilari ve örgütsel sessizlik düzeyleri arasındaki ilişki. Sakarya University Journal of Education, 5(2), 140-157.
  • Uğurlu, C. T. (2009). İlköğretim Okulu Öğretmenlerinin Örgütsel Bağlılık Düzeylerine Yöneticilerinin Etik Liderlik ve Örgütsel Adalet Davranışlarının Etkisi. (Unpublished Doctoral Dissertation). İnönü Üniversitesi Sosyal Bilimler Enstitüsü.
  • Verona, E., Reed, A., Curtin, J. J., & Pole, M. (2007). Gender differences in emotional and overt/covert aggressive responses to stress. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 33(3), 261-271.
  • Warnick, B. R., Kim, S. H., & Robinson, S. (2015). Gun violence and the meaning of American schools. Educational Theory, 65(4), 371-386.
  • Weide, S., & Abbott, G. E. (1994). Murder at work: Managing the crisis. Employment Relations Today, 21(2), 139-151.
  • Willoughby, M., Kupersmidt, J., & Bryant, D. (2001). Overt and covert dimensions of antisocial behavior in early childhood. Journal of Abnormal Child Psychology, 29(3), 177-187.
  • Yıldız, E. Ç., & Sümer, Z. H. (2010). Okul öncesi çocuklar ve şiddet: Tanık ve kurban olma düzeyleri. İlköğretim Online, 9(2), 630-642.
  • Yılmaz, K. (2010). Devlet ortaöğretim okullarinda görev yapan öğretmenlerin örgütsel adalet algıları. Kuram ve Uygulamada Eğitim Bilimleri, 10(1), 579-616.
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Başak Coşkun 0000-0002-0042-7130

Ali Balcı 0000-0003-2025-3796

Yayımlanma Tarihi 21 Temmuz 2020
Gönderilme Tarihi 10 Aralık 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 9 Sayı: 3

Kaynak Göster

APA Coşkun, B., & Balcı, A. (2020). Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice. MANAS Sosyal Araştırmalar Dergisi, 9(3), 1391-1409. https://doi.org/10.33206/mjss.656710
AMA Coşkun B, Balcı A. Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice. MJSS. Temmuz 2020;9(3):1391-1409. doi:10.33206/mjss.656710
Chicago Coşkun, Başak, ve Ali Balcı. “Teachers’ Workplace Aggression Behaviors and Their Relationship With Organizational Justice”. MANAS Sosyal Araştırmalar Dergisi 9, sy. 3 (Temmuz 2020): 1391-1409. https://doi.org/10.33206/mjss.656710.
EndNote Coşkun B, Balcı A (01 Temmuz 2020) Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice. MANAS Sosyal Araştırmalar Dergisi 9 3 1391–1409.
IEEE B. Coşkun ve A. Balcı, “Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice”, MJSS, c. 9, sy. 3, ss. 1391–1409, 2020, doi: 10.33206/mjss.656710.
ISNAD Coşkun, Başak - Balcı, Ali. “Teachers’ Workplace Aggression Behaviors and Their Relationship With Organizational Justice”. MANAS Sosyal Araştırmalar Dergisi 9/3 (Temmuz 2020), 1391-1409. https://doi.org/10.33206/mjss.656710.
JAMA Coşkun B, Balcı A. Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice. MJSS. 2020;9:1391–1409.
MLA Coşkun, Başak ve Ali Balcı. “Teachers’ Workplace Aggression Behaviors and Their Relationship With Organizational Justice”. MANAS Sosyal Araştırmalar Dergisi, c. 9, sy. 3, 2020, ss. 1391-09, doi:10.33206/mjss.656710.
Vancouver Coşkun B, Balcı A. Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice. MJSS. 2020;9(3):1391-409.

MANAS Journal of Social Studies (MANAS Sosyal Araştırmalar Dergisi)     


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