Volume: 13 Issue: 1 Year: 2016 Relations between teachers’ organizational justice perceptions and organizational commitment and job satisfaction in the school: A meta-analysis Kamile Demir 1 Abstract The purpose of this research study is to investigate the relationship between teachers’ organizational justice perceptions and organizational commitment and job satisfaction in the school via meta-analysis. An extensive literature search was conducted to identify both published and unpublished reports that examined the relationship between teachers’ perceptions of justice, job satisfaction and the organizational commitment to minimize potential availability bias. In total, research reports have identified providing usable data for 24 independent samples. Eight of these studies were published and 16 were unpublished dissertations. In this study, as indicator of effect size is chosen the correlation coefficient. Random effects model was preferred according to heterogeneity tests conducted for organizational commitment and job satisfaction. As a result of meta-analysis, it was found that distributive justice correlated positively with organizational commitment. There is a positive correlation between interactional justice and organizational commitment. Interactional justice has a significant relationship with organizational commitment. Teachers’ overall perception of justice was positively related to organizational commitment. The distributive justice was found to have a significant relationship with teachers’ job satisfaction. Procedural justice was found to be significantly related to the teachers’ job satisfaction. There is a positive correlation between interactional justice and teachers’ job satisfaction. Finally, organizational justice positive correlated with job satisfaction. Keywords: Organizational Justice, Organizational Commitment, Job Satisfaction, Teacher, Meta- Analysis. 1. Introduction Over the last 30 years, organizational justice has been researched extensively in organizational contexts by management researchers. The study of organizational justice perceptions also has received great attention from the researchers in the field of educational management (i.e. Burns & Dipaola, 2013; Hoy & Tarter, 2004; Aydın & Kepenekci, 2008; Elma, 2013; Titrek, 2010). Justice is a perceptual phenomenon such that an act is considered fair because someone perceives it to be just (Nakra, 2014). Perceptions of justice are formed as employees examine their work-related outcomes and the procedures which regulate the distribution of those outcomes (Cropanzano & Prehar, 2001). Additionally, justice perceptions are formed through the interpersonal treatment one receives, not only in the process and procedures which impact allocation, but also in everyday encounters on the job (Bies, 2001). 1 Associate Professor, Mehmet Akif Ersoy University, Education Faculty, Primary Education Department, kamiledemir@hotmail.com