It is believed that the concepts of organizational culture, justice and commitment should be evaluated within different cultural environments and in different countries and the effects of the perceived organizational justice and the organizational culture on organizational commitment should be investigated. Therefore, the present study will investigate the effects of teachers’ perception of organizational justice and organizational culture on organizational commitment. The study is of the general survey model. Scales of organizational justice, organizational commitment and organizational culture were administered to the teachers in the study. The research population comprises the teachers who work in Konya, Turkey during the 2008 - 2009 academic years. The research sample consists of 445 teachers who were selected from the population according to the random sampling method. According to the results of the study, organizational culture and organizational justice affect teachers’ affective commitment, continuance commitment and normative commitment to the organization, respectively. It is believed that, studying other variables that affect organizational commitment in teachers may be useful. In particular, determining other variables that influence teachers’ affective commitment to the organization, which means identifying themselves with the organization, and undertaking the necessary work in this regard may increase teachers’ job performance. In addition, determining the theories of administration by which school head teachers manage their schools and offering inservice training programmes especially to those who conduct their administrative activities using classical theories of administration.
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