Relationship between Organizational Justice Perceptions and Organizational Commitment Levels of School of Physical Education and Sports Academicians.

This study was conducted to determine organizational justice perceptions and organizational commitment levels of the school of physical education and sports academicians and to establish whether there is a relation between their organizational justice perceptions and organizational commitment levels or not. In the study, a method for the descriptive survey and relational survey aiming at the revelation of the current state was used. The sample group of the study was constituted by aggregately 524 academicians [Professors (n=5) ,Associate Professors (n=62) , Assistant Associate Professors (n=172) , Lecturers (n=104) , Instructors (n=82) , Research Assistants (n=99) ]. As a data collection tool, the “Organizational Justice Scale” developed by Niehoff and Moorman (1993) and adapted in Turkish by Yildirim (2002), the “Organizational Commitment Scale” developed by Meyer et al (1993), and “Personal Information Form” developed by the researcher were utilized in the study. In the analysis of the data, Spearman Brown Rank Correlation (r) coefficient technique was used to reveal the difference between the organizational justice perceptions and the organizational commitment levels of the academicians. In the study, α=0.05 was chosen as a level of significance. In consequence of the study, the highest perceptions of the school of physical education and sports academicians regarding justice was determined to be in the allocative justice dimension, which was followed by the interactional justice and transactional justice dimensions, and that the allocative, interactional, and transactional justice perceptions of the academicians regarding their institutions was at “moderate” levels in general, that is to say, they were not content with the decisions taken at the latter justice dimensions. It was determined that the highest perception of the school of physical education and sports academicians regarding commitment were in the emotional commitment dimension, that it was followed by the attendance commitment and normative commitment dimensions, and that, in general, the emotional commitments of the academicians regarding their institutions was high and their attendance and normative commitments were at “moderate” level. It was determined that moderate and low level positive relationships between the organizational justice dimensions and organizational commitment dimensions of the school of physical education and sports academicians are present.