The mediating role of organizational justice in the relationship between value-centered school culture and organizational citizenship: A case of North Cyprus

Abstract

This quantitative research aimed to determine the mediating role of organizational justice in the relationship between teachers’ perceptions of value-centered school culture and their views on organizational citizenship. A relational screening model was utilized as the research framework. A survey was administered to 301 randomly selected teachers from general secondary education in the two largest cities of North Cyprus, Nicosia and Kyrenia. The survey consisted of four parts: A personal information form,Value-Centered School Culture Scale, Organizational Justice Scale, and Organizational Citizenship Scale. As the data showed a normal distribution, parametric tests were performed to analyze the data. In addition, the mediating role of the Organizational Justice Scale in the relationship between the participating teachers’ Values-Centered School Culture Scale scores and the Organizational Citizenship Scale scores was examined using observed-variable path analysis. The findings of this research indicated that teachers’ perceptions of values-centered school culture,organizational citizenship, and organizational justice were above average. Significant positive correlations were identified between organizational justice and organizational citizenship, as well as between organizational citizenship and a values-centered school culture. Observed-variable path analysis revealed that a values-centered school culture significantly and positively predicted organizational justice, which in turn significantly and positively predicted organizational citizenship. In addition, values-centered school culture is associated with organizational citizenship. This study offers empirical evidence that a values-centered school culture is a crucial organizational factor associated with teachers’ perceptions of organizational justice and organizational citizenship. The findings reveal that values-centered school culture has both direct and indirect effects on organizational citizenship, mediated by organizational justice. This underscores the significant role of school culture in relation to teachers’ perceptions and behaviors regarding their organization. These results expand existing knowledge by illustrating the interconnectedness of organizational culture, justice, and citizenship within educational settings. Additionally, organizational-level characteristics should be taken into account when examining teachers’ work-related attitudes and behaviors.