ORGANIZATIONAL JUSTICE PERCEIVED BY TEACHERS OF BASIC, TECHNICAL AND TECHNOLOGICAL EDUCATION

The concept of justice is a social phenomenon that permeate both social life and organizational. The perception of organizational justice concerns the perception of how decisions are made regarding the distribution of results and the perceived justice in relation to these results and it is through it that employees determine whether they were treated fairly, and this perception can influence subsequent attitudes and behaviors of individuals, such as commitment, trust, performance, turnover and aggression. Rego (2001) considers that some professionals, such as teachers, have a different perception regarding the distributive dimension of organizational justice and he developed the scale of perceptions of justice of teachers in higher education with five dimensions: distributive of task, distributive of rewards, procedural, interpersonal and informational. To allow its application in the Brazilian context, this article aims to adapt and validate the scale since it was developed and validated in Portugal To allow its application in the Brazilian context, this article aims to adapt and validate the scale since it was developed and validated in Portugal and analyze how teachers perceive the organizational justice in a public federal institution of basic education, technical and technological. The scale passed by cultural adaptation process as suggested by Guillemin, Bombardier and Beaton (1993) and Beaton, Bombardier, Guillemin and Ferraz (2000). The adapted version was made available to 1,191 teachers, and only 415 completed the questionnaire. The sample was submited to exploratory factor analysis that did not confirm the structure proposed by the model structure, but ensured the validity of the construct and reduced to four the five factors of the model. The sample was then submited to confirmatory factor analysis in which all fit indices showed satisfactory values . The results revealed that teachers have a more positive perception of organizational justice in their interactional and distributive of tasks dimensions and that the substitute teachers perceive more positively than the effective teachers the interactional and distributive of rewards dimensions. For future studies we suggest the application of this scale of justice among teachers in private context and other public educational institutions, verifying the validity of the scale.

Organizational justice; Cross-cultural adaptation; Validation; Teacher; Perception of justice