In
te
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ation
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u
c
ation
(
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)
V
o
l.
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, N
o. 1, Mar
c
h
201
9,
pp.
189~
2
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ISSN
: 2252-
88
22,
D
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:
10.11
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.
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/
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p
hp/IJ
ERE
O
r
ganizational justice and
cynicism: a mixed method
stud
y at schools
Hüseyi
n
A
k
ar
1
,
O.
T
ayy
ar
Ç
e
l
i
k
2
1
De
pa
rtme
n
t
o
f Ed
uc
a
t
io
na
l
Sc
ie
n
ces,
K
i
lis 7
Aral
ik
U
nivers
it
y
,
K
ilis,
T
u
rke
y
2
Dep
a
rt
m
e
nt
o
f
St
ud
ent
Aff
a
irs, P
am
u
kkal
e
U
niversi
t
y,
Den
izli,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Feb
1
0
,
2
019
Re
vise
d F
e
b 28,
201
9
A
c
c
e
pte
d
M
a
r
ch
22,
201
9
Th
is
s
t
u
d
y
a
imed
t
o
in
vesti
g
ate
t
h
e
rel
a
ti
on
s
h
i
p
b
etw
een
o
rgani
zati
onal
ju
s
t
ice
and
cy
nicis
m
a
t
scho
ol
o
rgan
izat
ion
s
.
Thu
s
,
exp
l
an
ato
r
y
s
eq
uent
ial
research
d
es
ig
n,
i
n
w
h
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o
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h
q
u
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lit
a
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ativ
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hods
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u
sed
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has
been
u
sed.
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n
d
er
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quan
t
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ive
part,
m
e
ta-an
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ly
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a
s
b
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u
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so
th
at
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9
s
tudies
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tween
org
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t
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ci
sm.
Co
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i
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usio
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crit
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eig
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udies
w
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ncl
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ece
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data
f
or
t
he
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elati
onsh
i
p
b
e
twe
en
org
a
ni
za
t
i
o
n
al
j
u
s
tice
an
d
cy
nici
s
m
w
ere
pu
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o
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aly
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i
s
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t
e
p
.
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wev
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r,
i
n
the
q
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ita
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art
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he
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es
earch
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as
d
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g
n
e
d
t
h
r
o
ugh
ph
eno
m
en
ol
og
ic
al
r
es
earch
d
esig
n
i
n
w
h
i
ch
1
7
teach
ers
,
c
h
o
sen
i
n
te
r
m
s
o
f
m
a
xim
u
m
-
vari
a
t
i
on
s
a
m
p
ling
st
rateg
y
,
w
e
re
i
nt
erv
i
ewed
v
ia
a
s
e
m
i-
st
ruct
ured
i
nt
erv
i
ewin
g
f
o
rm
.
The
resul
t
s
revealed
t
h
a
t
t
eacher
s'
p
ercep
tio
ns
f
o
r
o
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gani
zati
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u
sti
ce
have
a
s
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u
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negat
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f
ect
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n
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heir
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k
elihood
to
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cism
w
h
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als
o
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hat
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catio
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ype
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or
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ect
s
ize.
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h
a
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,
w
i
t
h
i
n
t
h
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q
u
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it
ativ
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anal
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is,
it
was
f
oun
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that
t
each
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d
e
v
e
lo
p
n
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gat
i
ve
b
eli
e
fs
a
ga
in
st
s
c
h
oo
l,
m
a
nag
e
rs
a
nd
t
each
ers;
e
x
p
eri
e
n
ce
f
eeli
n
g
s
s
uch
as
a
ng
er,
di
s
t
r
us
t,
s
a
d
n
e
s
s
,
hat
r
ed
a
nd
a
l
i
e
n
ati
on
an
d
th
u
s
c
riti
c
i
ze
sch
o
o
l
a
nd
m
a
n
age
r
s
,
b
ehav
e
reckl
e
ssl
y
and
o
p
p
o
n
e
nt
as a
re
sul
t
o
f
u
n
f
a
ir
p
racti
ces.
K
eyw
ord
s
:
O
r
ga
ni
z
a
t
i
o
na
l
justice
O
r
ga
ni
z
a
t
i
o
na
l
cynic
i
sm
S
c
hoo
l
Teacher
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Hü
seyin
Ak
ar
D
e
pa
rtme
nt
o
f
Educ
at
i
ona
l S
c
ience
s
,
K
ilis 7
A
ra
l
i
k
U
n
ive
r
sity,
Mehm
et S
anli
Dist
r
i
c
t
, D
o
ğ
a
n
Gür
eş
P
aşa
Av
enu
e
,
No
:
134
,
Ki
l
i
s,
Turkey
Em
ail:
huse
y
in
a
k
ar@k
i
l
i
s
.
e
du
.tr
1.
I
N
TR
OD
U
C
TI
O
N
Ma
ny
i
m
por
t
a
nt
t
hin
g
s
h
a
ve
c
h
a
n
g
ed
w
ith
in
t
he
m
a
n
agi
n
g
appr
oa
ch
es
f
or
m
ainta
i
nin
g
orga
niza
t
i
o
n
a
l
e
ffec
ti
ve
ness
f
r
om
p
ast
t
o
p
r
e
se
n
t
.
O
n
e
o
f
t
he
v
it
a
l
b
a
s
es
i
n
th
e
s
e
ch
ang
e
s
i
s
t
he
p
erspe
c
t
iv
e
for
h
u
m
a
n-be
i
ngs.
Mem
b
ers
of
a
n
orga
n
i
za
t
i
o
n
,
w
ho
w
e
r
e
once
ac
c
e
p
te
d
a
s
a
ge
n
t
s
to
m
ec
han
i
ca
l
l
y
fu
lfil
an
y
du
tie
s
g
i
ven
w
itho
u
t
p
a
y
ing
at
te
nt
i
on
to
t
he
i
r
e
moti
o
n
s,
a
re
n
o
w
t
a
ke
n
a
s
i
m
por
t
a
n
t
f
ac
tors
d
ri
vin
g
orga
niza
t
i
o
n
a
l
e
ffe
c
tive
n
ess
w
ith
t
he
ir
e
mo
ti
o
n
s
a
n
d
be
ha
vi
o
u
rs
.
Li
k
e
i
n
ot
h
e
rs
,
memb
ers'
e
mot
i
on
s,
b
el
i
e
f
s
,
in
t
e
rest
s,
v
al
ue
s,
c
ha
rac
t
er
t
ype
s
a
n
d
a
t
t
itu
d
e
s
pla
y
a
n
im
por
t
an
t
role
i
n
re
ali
z
i
ng
orga
ni
z
a
t
iona
l
o
b
j
e
c
ti
ves
w
ithi
n
s
c
h
o
o
ls
o
f
w
h
i
c
h
bo
th
i
np
u
t
a
nd
ou
tpu
t
a
re
h
um
an
a
t
t
h
e
sam
e
t
i
m
e.
T
hus,
i
t
h
as
g
a
i
ne
d
muc
h
m
ore
impor
ta
nt
t
o
in
ves
t
i
g
a
t
e
va
ria
b
les
a
ffe
cti
ng
me
mbe
r
s'
b
el
ie
fs,
e
m
o
t
i
o
n
s
a
nd
b
e
h
a
vi
ou
rs
i
n
sc
ho
ol
orga
niza
t
i
o
n
s
w
h
e
r
e
huma
n
relat
i
ons
a
re
prim
a
ry.
Jus
tice
or
j
us
t
i
c
e
-r
elated
p
r
o
b
l
em
s,
a
s
i
m
por
tan
t
v
ar
i
a
b
l
e
s
a
ff
ec
ti
n
g
e
m
p
loye
e
s
’
be
ha
v
i
o
u
rs,
are
key
fi
g
u
res
for
a
l
m
o
st
a
ll
em
p
l
oyee
s
.
The
ter
m
,
j
u
s
tice,
h
a
s
a
lw
ays
b
een
a
phe
nom
en
o
n
w
ith
its
e
ffec
t
o
n
i
n
d
i
vid
u
a
l
bo
th
i
n
d
a
il
y
li
f
e
a
nd
o
rg
a
n
i
z
a
t
ion
a
s
w
e
l
l
.
A
l
t
houg
h
t
h
e term
,
justice
,
h
as been stud
i
e
d
i
n
d
i
ffe
r
ent
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
:
1
89- 2
00
19
0
di
sc
ip
li
nes
s
u
c
h
a
s
p
h
i
l
oso
p
h
y
,
soc
i
o
l
og
y
a
n
d
la
w
from
A
r
i
s
t
o
t
o
pre
s
en
t
da
y,
t
he
t
o
t
al
i
nte
r
es
t
on
i
t
h
a
s
r
ise
n
sinc
e
i
t
w
as
s
t
udie
d
i
n
orga
n
i
z
a
t
i
o
n
a
l
c
o
n
t
e
x
t.
J
us
t
i
c
e
i
s
a
co
m
p
le
x
a
nd
m
u
lti-si
de
d
p
h
e
n
o
m
e
n
o
n
i
n
t
e
rm
s
of
w
hy
pe
o
p
l
e
c
a
re
f
or
it,
h
o
w
t
he
y
eva
l
ua
te
i
ts
d
iffe
ren
t
s
i
d
e
s
a
nd
the
i
r
style
s
o
f
us
i
n
g
ju
st
ice
to
s
ha
pe
in
div
i
dua
l
a
t
t
i
t
ude
s
an
d
be
ha
vio
u
rs
[
1].
Jus
tice,
i
n
i
t
s
m
o
st
c
om
mon
m
e
a
n
in
g,
c
a
n
b
e
def
i
ne
d
as
t
o
gi
ve
any
o
n
e
w
h
a
t
t
he
y
de
serve
.
W
he
rea
s
,
orga
niz
a
t
i
o
na
l
j
u
s
tic
e
is
r
e
late
d
t
o
e
m
p
lo
yees
a
tt
it
ude
s
o
n
w
het
h
er
t
he
y
are
beha
ve
d
pr
o
p
erly
a
n
d
f
a
i
r
b
y
t
he
o
rga
n
iz
at
ion
[2
]
.
P
e
opl
e
g
ene
r
al
l
y
b
ring
t
h
e
i
r
k
no
wl
e
dge
a
n
d
expe
r
i
ence
s i
n
to orga
n
iza
tio
n
s
a
nd tra
n
sf
orm
their ca
pab
i
lit
ies
i
nt
o
a
n
i
n
v
es
tme
n
t
for b
o
th them
s
e
l
ves
a
nd t
h
e
orga
niza
t
i
o
n
'
s
sake
a
s
w
e
ll.
S
o
tha
t
it
is
t
ota
lly
n
orm
a
l
for
p
eo
p
l
e
t
o
b
e
in
e
x
p
ec
ta
t
i
o
n
f
or
f
a
i
r
pa
ym
ent,
prom
o
t
i
o
n
a
n
d
repu
tat
i
on
w
i
t
h
r
e
g
ard
t
o
t
he
ir
r
ate
o
f
c
on
t
r
i
b
u
t
i
o
n
to
t
he
o
rga
n
i
z
a
t
io
n
[3].
S
o
w
h
ether
the
s
e
expe
c
t
a
t
i
o
ns
a
re
m
et or not i
n pro
por
ti
on t
o
t
he
i
r
co
n
tri
b
u
tion
i
s
the ba
sis
of orga
n
i
z
at
i
o
n
a
l ju
st
ice
.
O
r
ganiza
t
i
o
n
a
l
j
u
s
t
i
ce
is
t
he
e
mplo
yee
s
'
perc
ept
i
on
s
for
h
o
w
m
a
teria
l
,
im
ma
terial
a
nd
s
o
cia
l
s
o
u
r
ces
of
t
he
o
r
g
a
n
i
z
a
t
i
o
n
are
distri
b
u
te
d,
t
he
q
ua
lit
y
o
f
c
omm
u
n
i
cati
on
a
nd
i
nt
erac
t
i
o
n
wi
th
m
a
n
a
g
ers.
E
mp
lo
y
e
es
fre
que
n
tly
e
va
l
u
ate
if
t
he
r
ew
a
r
ds
t
hey
re
ce
ive
d
a
re
c
ons
is
te
nt
w
it
h
t
h
e
i
r
c
o
n
t
rib
u
t
i
on
t
o
t
he
o
rg
an
iza
t
i
o
n
an
d
e
v
en
w
i
t
h
t
h
e
o
n
e
s
th
ei
r
col
l
e
a
g
u
e
s
re
ce
iv
ed
.
Ac
co
rdi
n
g
to
S
abu
nc
u
o
ğ
l
u
&
T
ü
z
[4],
o
r
g
an
iza
t
io
na
l
just
ice
i
s
an
i
nd
i
v
id
ua
l
eval
ua
t
i
o
n
o
f
t
h
e
e
t
h
i
ca
l
sta
t
e
of
m
ana
g
erial
be
h
a
v
io
urs.
W
he
n
w
e
c
ons
ider
o
rga
n
iz
a
t
i
o
na
l
j
u
s
t
i
c
e
in
i
t
s
h
ist
o
ri
ca
l
p
r
o
c
e
s
s,
i
t
e
m
ph
a
s
i
zes
p
ay
me
nt
a
nd
r
e
su
lt
s
a
n
d
c
o
mp
ari
s
on
s
of
t
h
e
se
w
i
t
h
th
e
ot
h
e
rs
’.
The
pos
si
ble
disa
pp
oi
n
t
me
n
t
a
n
d
s
a
t
isfac
t
i
on,
b
e
i
ng
r
eve
a
l
e
d
a
s
a
r
esu
l
t
o
f
r
ela
tive
d
e
pri
v
at
ion
a
t
e
nd
o
f
eva
l
ua
tio
n
bas
e
d
o
n
c
om
par
i
son
s
,
have
b
ee
n
ana
l
ysed
[
5].
S
p
ec
i
f
i
c
al
l
y
,
orga
ni
z
a
t
iona
l
j
u
st
ice
is
r
egar
d
e
d
as
hav
i
ng
t
hre
e
m
a
j
or
d
im
ens
i
ons
a
s
distri
b
u
t
i
ve
j
us
t
i
c
e
,
pr
o
c
e
dur
al
j
u
s
t
i
ce
a
n
d
in
t
e
rac
t
ion
a
l
ju
sti
ce
in
t
h
e
lite
rat
u
re
[
6-
8
].
D
i
stri
b
u
ti
ve
j
us
ti
c
e
i
s
de
fi
ned
as
t
he
p
er
ceive
d
fa
irn
e
ss
o
f
a
l
l
o
ca
tin
g
s
o
u
r
ces
b
y
em
p
l
o
y
ee
s
ac
cord
in
g
t
o
t
h
e
ir
p
erf
o
r
m
a
n
c
e
s
an
d
i
n
p
u
t
[9
].
D
i
s
trib
u
tive
ju
s
t
i
c
e
i
s
,
t
h
u
s
,
b
a
s
e
d
o
n
A
d
a
m
s
'
t
h
e
o
r
y
o
f
e
q
u
i
t
y
.
Th
e
t
h
eo
ry
i
s
a
l
so
b
as
ed
o
n
t
h
e
a
s
su
mp
tio
n
th
a
t
e
mp
loy
e
es
e
xp
e
c
t
hig
h
p
aym
e
n
t
s
w
i
t
h
r
ega
r
d
to
t
he
i
r
h
ig
h
perform
ance
s.
T
h
i
s
e
v
a
l
ua
t
i
o
n
i
nc
lu
de
s
t
h
e
c
o
mpa
r
ison
o
f
t
h
e
k
n
o
w
l
e
d
g
e
an
d
sk
ills
t
hat
i
n
d
i
v
i
dua
ls
h
a
v
e
w
ith
t
ho
se
o
f
ot
her
em
ploye
es
h
a
v
e
a
nd
o
b
ta
i
n
[
8].
D
i
st
r
i
b
u
t
i
v
e
j
u
s
t
i
c
e
d
i
r
e
c
t
l
y
d
e
a
l
s
w
i
t
h
t
h
e
f
i
n
a
l
r
e
s
u
l
t
s
w
h
i
l
e
proce
dur
al
j
u
s
t
i
ce
dea
l
s
w
i
t
h
t
he
w
a
y
s
t
o
r
e
ach
f
i
n
al
r
e
s
ul
ts
[
1
0
,
1
1
]
.
F
inal
l
y
,
Bies
&
M
oa
g
[1
2]
a
dde
d
a
n
e
w
di
me
n
s
i
o
n
to
o
rg
ani
z
at
ion
a
l
j
u
sti
c
e
b
y
d
ra
wing
o
ur
a
t
t
e
nt
io
n
t
o
i
nter
ac
ti
o
n
al
j
u
s
t
i
ce
wh
i
l
e
a
p
pl
y
i
n
g
proce
dures.
Int
e
rac
t
i
ona
l
j
u
s
t
i
ce
depe
n
d
s
o
n
in
terpe
r
so
na
l
in
te
r
act
i
o
n
s
w
hi
le
e
m
p
hasiz
i
ng
w
h
e
t
he
r
t
h
ey
a
r
e
w
e
ll be
have
d
in
a
c
c
orda
nc
e
w
i
t
h
e
m
p
l
o
ye
e
r
e
puta
tio
n,
kin
dne
ss a
nd pre
s
t
i
ge.
The
or
ga
n
i
za
ti
ona
l
jus
t
i
c
e
p
e
rc
ept
i
on
a
n
d
t
h
e
e
m
plo
y
ee
s’
e
moti
o
nal
a
n
d
b
e
hav
i
oura
l
r
ea
ctio
ns
b
ase
d
on
t
h
is
p
erc
e
p
tio
n
ha
ve
b
e
e
n
e
x
p
la
i
n
e
d
b
y
me
ans
o
f
s
ocia
l
e
x
cha
ng
e
t
h
e
o
ry
[
1
3
].
A
c
c
ordi
ng
to
s
oci
a
l
exc
h
a
n
ge
t
he
o
r
y,
w
he
n
em
pl
o
y
e
e
s
e
x
per
i
e
n
ce
h
i
gh
l
y
f
a
i
r
prac
ti
c
e
s
w
i
t
h
i
n
t
h
e
o
rga
n
iza
t
i
on,
t
he
y
a
c
t
t
o
c
o
nti
n
u
e
t
h
e
se
p
ra
ct
i
c
es
a
nd
d
ev
elo
p
t
h
e
i
r
o
rg
a
n
i
zati
o
n
s
.
Th
e
s
e
e
m
p
lo
y
e
es’
po
ssi
bil
i
ty
t
o
rea
c
t
a
g
a
i
n
s
t
t
h
eir
orga
niza
t
i
o
n
,
ha
rm
o
r
to
s
t
op
or
ga
niza
t
i
o
n
al
p
r
act
ice
s
i
s
m
u
ch
l
o
w
e
r
[14].
Where
a
s,
t
he
e
m
p
lo
ye
es’
pos
si
b
i
l
ity,
w
h
ose
orga
ni
z
a
t
i
ona
l
j
u
stice
p
e
r
cept
i
o
n
i
s
re
la
ti
v
el
y
lo
wer,
t
o
mai
n
t
a
in
a
n
eg
at
iv
e
at
ti
tu
d
e
i
s
hi
ghe
r.
H
ow
eve
r
,
t
h
e
st
u
d
ie
s
o
n
t
eac
hers
h
a
v
e
reve
a
l
ed
t
ha
t
or
g
a
n
iz
ati
o
na
l
just
ic
e
per
cep
t
i
o
n
p
re
dic
t
s
orga
niza
t
i
o
n
a
l
s
i
l
e
n
ce
a
n
d
c
yn
ic
ism
[1
5],
q
u
i
t
t
i
n
g
j
o
b
[16]
n
e
g
a
t
iv
e
l
y
;
w
her
eas
pos
i
tive
l
y
pre
d
ic
t
i
n
g
orga
niza
t
i
o
n
a
l
c
om
m
i
tm
en
t
[
17],
j
o
b
m
o
tiv
a
t
i
o
n
[1
8,
1
9],
a
ddi
t
i
o
n
a
l
r
ol
e
s
f
or
s
t
u
den
t
s
[2
0]
a
nd
de
d
i
ca
tin
g
i
n
t
o
j
ob
[
2
1
]
.
Th
e
re
ason
w
hy
o
rg
ani
z
at
iona
l
ju
st
ic
e
h
a
s
be
e
n
m
o
s
tl
y
st
ud
i
e
d
i
n
v
a
ri
ou
s
organ
i
za
t
i
o
n
s
i
s
i
ts
e
ffec
t
on
em
p
l
o
y
e
e
s’
a
t
t
it
ude
s
an
d
beha
v
i
o
u
rs
[
2
2
]
.
It
i
s
li
kel
y
f
or
t
h
o
se
t
ea
c
h
e
r
s
w
h
o
ha
ve
e
xpe
r
i
ence
d
u
n
fairne
ss
a
t
s
c
hoo
l
t
o
d
ev
e
l
op
n
e
g
a
tive
e
m
o
t
i
o
ns,
t
h
o
ugh
ts
a
nd
b
eh
a
v
io
u
r
s
.
The
s
e
nega
t
i
ve
e
mot
i
o
n
s
,
th
oug
h
t
s
an
d
beha
v
i
o
u
rs
a
re
d
e
s
cri
b
ed
a
s
cyn
i
c
i
sm
i
n
the
lite
rat
u
re
[
2
3
]
.
C
y
n
i
ci
sm,
an
a
n
t
i
q
ue
G
ree
k
p
hi
lo
so
phy
,
e
t
y
m
ol
o
g
i
c
a
l
l
y
d
a
t
e
s
b
ack
t
o
5
0
0
B.C.
w
hi
ch
poin
t
s
ou
t
li
vi
n
g
s
i
m
p
l
e
a
nd
v
i
rt
uo
us
w
hi
le
c
ri
t
i
c
i
zi
n
g
soc
i
al
rules
via
h
u
m
o
ur
[
2
4
].
T
his
w
a
y
o
f
l
i
f
e
w
a
s
firs
t
m
ode
l
l
e
d
t
hro
u
gh
sear
chi
n
g
an
h
on
es
t
ma
n
i
n
t
he
d
a
y
tim
e
bu
t
w
i
t
h
a
l
am
p
b
y
D
i
oge
nes
,
one
o
f
the
st
ude
n
t
s
o
f
A
n
tist
h
ene
s
,
w
ho
i
s
a
l
s
o
acc
e
p
te
d
as
t
he
f
irst
c
yn
ics.
S
o
c
i
a
l
p
r
oble
m
s
of
t
he
e
r
a
l
i
e
b
e
h
i
n
d
t
h
e
c
y
n
i
c
i
sm
p
h
i
l
o
s
o
ph
y.
I
t
i
s
k
n
o
w
n
t
h
a
t
p
o
l
i
t
i
c
a
l
a
n
d
c
u
l
t
u
r
a
l
corr
up
t
i
o
n
i
n
G
r
ee
k
a
nd
A
t
h
e
ns
s
ta
te
s
led
t
o
u
nha
p
p
i
n
ess
and
de
s
p
air
[2
5].
The
term
a
lso
has
s
o
me
n
egat
i
v
e
con
n
o
ta
t
i
ons
a
t
m
o
dern
a
ges
.
A
c
yn
ic
i
s
a
pe
rso
n
w
ho
r
e
fuse
s
et
h
i
ca
l
va
lue
s
a
n
d
i
d
e
as,
exam
ines
e
ven
ho
nes
t
y and
fa
i
t
h
f
ul
ness,
dou
b
t
s t
h
e
most
i
n
n
o
ce
n
t
s
an
d fav
oura
bl
e
a
l
s
o
a
n
d
fi
n
a
l
l
y
r
eac
ts
[
26,
27].
A
l
t
h
o
u
g
h
t
h
e
a
n
cie
n
t
p
h
i
l
os
op
her
s
t
o
o
k
c
yn
ic
ism
a
s
a
life
s
tyle
[28
]
,
n
o
w
ad
ay
s
i
t
h
as
b
e
c
o
m
e
a
phe
n
o
m
e
no
n
b
e
in
g
s
t
ud
ie
d
in
s
oc
io
l
o
g
y
,
ps
ych
o
l
o
g
y
,
hea
lth
a
nd
o
r
g
a
n
iz
ati
o
nal
be
ha
viours.
I
n
li
t
e
rat
u
re
,
t
h
e
term
c
y
n
ic
i
s
m
is
s
ome
t
im
es
u
sed
the
sam
e
a
s
sce
p
tic
ism
[2
9]
a
nd
m
i
s
ant
h
ro
py
a
s
well
.
Ho
wev
e
r,
t
h
e
se
a
re
di
ffe
re
nt
t
e
r
m
s
.
A
ccor
d
ing
to
K
uta
n
i
s
&
D
i
k
i
l
i
[30],
w
h
ile
c
yn
i
c
i
s
m
i
s
a
s
t
a
b
l
e
c
h
a
r
a
c
t
e
r
t
y
p
e
,
s
c
e
p
t
i
c
i
s
m
c
a
n
be
d
isa
ppea
r
e
d
by
me
ans
of
v
ali
d
p
i
e
ce
s
of
e
vide
nce.
M
isa
n
t
h
ro
p
y,
o
n
t
h
e
ot
her
ha
nd,
r
e
f
er
s
to
t
h
e
d
e
n
ia
l
of
offic
i
a
l
c
u
ltu
r
e
by
sub-
gr
ou
ps
o
f
s
o
ciet
y
w
h
ile
c
yn
ic
ism
repre
s
ents
a
r
ea
ctio
n
aga
i
n
s
t
t
h
i
s
so
ci
a
l
d
eco
mpo
s
i
tio
n
[2
7
]
.
C
y
n
i
c
i
sm
i
s
c
h
ara
c
teriz
e
d
t
hr
oug
h
n
e
ga
ti
ve
a
tti
t
u
des
a
g
a
i
n
s
t
or
ga
ni
z
a
t
io
n,
h
o
p
e
l
ess
n
ess,
di
sa
p
p
o
in
tm
en
t
a
n
d
d
i
s
t
r
u
st
[
31].
The
e
m
pl
oyee
s
w
i
t
h
c
y
n
i
c
s
’
id
e
a
s
w
ith
i
n
t
he
o
rga
n
iz
a
t
i
o
n
be
lie
ve
t
ha
t
the
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
O
r
ga
niza
t
i
on
al
jus
tice a
n
d
cy
nic
i
sm
:
a m
i
xed m
e
th
od
s
t
u
d
y
at sc
h
o
o
l
s (H
üsey
in Akar)
19
1
a
r
e
s
e
c
r
et
o
b
j
ect
iv
e
s
f
o
r
o
rg
a
n
i
zati
o
n
a
l
a
c
t
i
o
n
s
a
nd
t
hu
s
t
h
ere
i
s
n
o
p
ro
ba
bi
l
i
t
y
f
or
o
ffic
i
a
l
re
aso
n
s,
d
e
v
elo
p
e
d
b
y
m
an
a
g
in
g
bo
di
es,
to
b
e
acce
p
t
ed
.
As
a
r
e
s
u
l
t
cyni
c
i
ndiv
i
d
u
a
l
s
b
e
l
i
e
ve
t
hat
orga
n
i
z
a
tiona
l
ac
t
i
o
n
s
do
n
o
t
inc
l
ude
j
us
ti
c
e
,
hones
t
y
a
n
d
si
nc
er
it
y
[
28]
.
To
D
em
ir
[
27],
em
p
loye
es
d
o
no
t
perfor
m
c
ynic
be
ha
vi
o
u
rs
in
t
e
nti
o
n
a
l
l
y
.
Th
is
a
t
t
itu
de
,
i
n
s
t
ea
d,
e
m
e
rge
s
a
s
a
r
e
sult
o
f
e
xper
i
e
n
ce
s.
S
o
it
ca
n
be
s
ta
t
e
d
t
h
a
t
a
n
y
i
nd
ivi
dua
l
is
n
o
t
b
orn
as
a
c
yn
ics but,
ra
t
h
er,
he
b
e
c
om
e
s
i
n tim
e
acc
ordi
n
g
t
o
his
e
x
p
e
rie
n
ces.
S
c
ho
l
a
rs
acc
ept
c
y
n
i
c
i
sm
a
s
a
l
ea
rn
ed
b
e
h
avi
o
u
r
b
ased
o
n
i
n
ju
sti
c
e
an
d
d
i
sa
ppo
int
m
e
n
t
wi
t
h
in
t
he
o
rg
ani
zat
io
n
.
T
h
e
d
i
s
ap
poin
t
me
nt
tha
t
t
he
e
mpl
o
yee
car
ries
w
ill
lea
d
t
o
nega
t
i
ve
p
er
spe
c
t
ive
s
a
n
d
p
o
o
r
exp
e
c
t
at
io
ns
[
3
2
].
T
he
c
a
u
se
a
nd
effec
t
rela
tio
ns
hip
i
s
b
i
l
a
t
er
al
i
n
me
mbe
r
-or
g
an
izat
i
on
e
x
c
h
a
n
ge.
Th
is
f
l
o
w
is
b
oth
from
organ
i
za
tio
n
to
t
he
memb
er
,
an
d
f
r
o
m
m
emb
e
r
t
o
o
rg
an
i
z
ati
o
n
[
3
3
]
.
In
si
n
c
e
r
e
re
l
a
tio
ns
a
nd
u
n
f
a
i
r
p
r
ac
ti
c
e
s
w
ithi
n
th
e
orga
niza
t
i
o
n
b
ecom
e
c
y
n
ic
a
tt
i
t
u
d
e
s
a
n
d
b
eha
v
io
urs
i
n
time
.
N
au
s,
V
an
I
ter
s
on
&
R
o
e
[3
4]
s
t
a
te
d
tha
t
orga
niza
t
i
o
n
a
l
c
yn
ic
i
s
m
c
o
ns
ists
o
f
em
p
l
o
y
ees
'
per
c
e
p
ti
o
n
s
a
b
ou
t
u
n
fa
i
r
a
nd
f
a
k
e
prac
tic
es,
fic
t
i
o
nal
beha
vio
u
rs,
ins
i
nc
er
it
y a
nd
de
c
e
pt
ion.
Wit
h
i
n
t
he
s
tu
die
s
d
e
a
l
i
n
g
w
i
t
h
t
he
r
e
s
ul
ts
o
f
orga
niz
a
t
i
o
n
a
l
c
y
n
i
c
i
sm
,
it
is
s
ta
t
e
d
t
h
a
t
c
yn
i
c
ism
ha
s
ma
ny
ne
ga
t
i
ve
e
f
f
ec
t
s
.
M
o
reove
r
i
t
h
a
s
b
e
e
n
f
o
u
n
d
tha
t
c
yn
ic
ism
h
a
s
n
ega
tive
c
o
rr
elat
i
o
n
wi
t
h
p
o
s
iti
v
e
orga
niza
t
i
o
n
a
l
b
e
h
av
i
our
v
a
r
ia
ble
s
s
uch
a
s
j
ob
s
at
isfac
t
io
n
[3
5
,
25]
,
orga
niza
ti
ona
l
c
o
m
m
itm
ent
[36]
,
orga
niza
t
i
o
n
a
l
c
i
t
ize
n
s
h
i
p
b
e
h
avi
o
urs
[3
7];
w
h
i
l
e
p
o
s
i
t
i
v
e
cor
r
elat
i
on
w
i
t
h
n
e
g
a
t
i
v
e
or
ga
niza
t
i
ona
l
be
h
a
vi
o
u
r
v
a
ri
a
b
l
e
s
su
ch
a
s
b
u
r
nout
[
38]
a
n
d
jo
b
ali
e
nat
i
on
[
3
9
]
.
Tho
ugh
,
B
r
a
n
d
e
s
&
D
a
s
[
2
8
]
c
l
a
i
m
e
d
t
h
a
t
c
y
n
i
c
i
s
m
w
o
u
l
d
h
a
ve
s
o
m
e
pos
i
tive
e
ffe
cts.
T
o
th
e
m
,
cyn
i
c
i
sm
m
ay
p
re
ve
nt
b
u
r
nout
a
nd
j
ob
-re
l
at
e
d
s
t
r
es
s
a
s
a
c
op
i
n
g
me
cha
n
ism
by
m
e
a
n
s
o
f
i
ncre
asi
ng
e
m
p
l
oye
e
s
'
c
r
itica
l
t
h
i
n
k
in
g
c
a
p
aci
t
y
a
nd
h
e
l
p
i
n
g
t
h
e
m
t
o
tal
k
a
b
o
u
t
t
heir
pro
b
lem
s
.
N
e
ve
rthe
less,
it
ca
n
b
e
c
o
n
c
l
u
d
e
d
t
hat
there
are
mor
e
s
tudie
s
on
c
ynic
i
sm
a
bo
u
t
its
n
e
g
a
t
i
v
e
si
des
rathe
r
tha
n
po
sit
i
v
e one
s in l
i
t
e
r
ature
.
O
r
ganiza
t
i
o
n
s
must
c
o
n
si
d
e
r
cyn
i
c
i
sm
s
e
r
i
o
usly,
t
r
y
t
o
u
n
d
er
sta
nd
a
n
d
t
a
ke
v
ari
ous
p
rec
a
ut
i
ons
[
4]
.
So
t
ha
t
it
h
as
b
ec
ome
m
u
c
h
m
ore
im
p
o
rta
n
t
to
i
n
v
e
s
ti
ga
te
v
a
r
ia
b
l
e
s
aff
e
cti
n
g
cyn
i
c
i
sm.
In
m
an
y
st
u
d
i
e
s
dea
l
i
n
g
w
ith
s
c
h
o
o
l
s
[4
0-4
7
]
,
o
rga
n
iza
tio
na
l
j
u
st
ice
has
bee
n
t
a
k
e
n
a
s
an
a
n
t
e
ced
ent
of
c
y
n
i
c
i
s
m.
H
o
w
e
v
e
r
,
i
t
ca
nno
t
be
c
on
c
l
ude
d
tha
t
t
h
e
re
i
s
a
n
a
gre
e
m
e
n
t
by
c
o
ns
ider
in
g
c
urr
e
nt
s
t
u
d
i
es.
The
n
,
w
e
c
a
n
n
o
t
f
i
n
d
an
y
stud
y
in
ves
t
i
g
a
tin
g
the
re
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
en
o
rga
n
i
z
a
t
iona
l
ju
s
ti
ce
a
nd
c
y
n
i
c
i
s
m
no
t
onl
y
v
i
a
me
t
a
-a
n
a
l
y
t
i
cal
me
tho
d
s
b
u
t
als
o
q
ua
li
ta
t
i
v
e
a
s
w
e
ll.
S
o
th
at
o
ur
m
a
i
n
mo
ti
va
ti
on
f
o
r
t
hi
s
stu
dy
i
s
t
o
synt
h
e
si
se
t
h
e
rela
tio
ns
hip
b
e
t
w
een
o
rga
n
iz
ati
o
n
a
l
ju
st
ic
e
pe
rce
p
t
i
o
n
a
n
d
or
ga
n
i
z
a
t
i
o
na
l
c
ynic
i
sm
a
c
c
ord
i
n
g
t
o
c
u
rrent
lite
rat
u
re
a
nd
to
r
evea
l
w
h
a
t
s
ort
o
f
c
y
n
ic
ism
occ
u
rs
a
s
a
r
e
su
lt
of
t
hese
u
nfa
i
r
pr
a
c
tic
es
a
c
c
o
rd
i
n
g
to
teac
hers’
view
s.
2.
RESEARCH
M
ETH
O
D
M
i
xe
d-m
e
th
od
s
tra
t
eg
y,
u
sin
g
q
ual
itat
i
ve
a
nd
q
u
a
n
t
i
ta
ti
v
e
t
o
g
e
t
her,
w
a
s
p
referr
ed
i
n
t
h
is
s
tudy.
There
a
r
e
d
i
f
f
ere
n
t
des
i
g
n
s
re
flect
i
n
g
i
n
t
e
rac
tio
n,
p
ri
ori
t
y
,
t
im
ing
an
d
c
o
mbi
n
ing
in
m
ixe
d
-me
t
h
o
d
o
l
o
gy
.
There
f
ore
,
by
c
onsider
i
n
g
pri
o
r
ity
a
n
d
t
im
ing,
e
x
p
la
na
tor
y
s
eq
u
en
t
i
a
l
d
e
s
ig
n
w
a
s
u
s
e
d
i
n
t
h
is
s
tu
dy.
Thro
ug
h
o
u
t
e
xp
l
a
nat
o
ry
s
e
q
uen
t
ial
desig
n
c
o
n
s
ist
s
o
f
t
w
o
i
n
tera
ct
i
o
n
a
l
s
t
e
p
s.
F
irst,
q
u
an
t
ita
ti
ve
d
a
t
a
i
s
col
l
ec
te
d
a
n
d
ana
l
yse
d
a
n
d
t
hen
qua
lita
t
i
ve
i
s
a
n
a
l
yse
d
t
o
ex
pl
a
i
n
qua
n
t
i
t
a
t
ive
fi
n
d
in
gs
a
n
d
r
e
i
n
t
er
pret
[
48]
.
The
des
i
g
n
i
s s
how
n in F
i
g
ur
e
1.
F
i
gure
1.
T
he
s
tu
d
y
de
s
i
g
n
I
n
c
ol
l
e
c
t
ing
a
nd
a
n
a
l
ys
ing
q
u
an
t
ita
t
i
ve
d
a
t
a,
t
he
l
itera
t
u
r
e
w
e
sca
nne
d
and
t
h
ese,
s
ui
ta
ble
for
me
t
a
-
ana
l
ys
is
w
ere
t
a
ken
a
n
d
ana
l
yse
d
a
m
o
n
g
s
tu
die
s
d
ea
li
n
g
w
i
t
h
the
r
e
l
a
tio
n
s
h
i
p
be
t
w
ee
n
o
r
ga
n
i
z
a
t
i
ona
l
j
u
s
t
i
c
e
and
c
y
ni
cism.
Me
ta-
a
nal
y
s
i
s
ena
b
le
s
us
t
o
com
b
i
n
e
a
n
d
re
inte
rpr
e
t
s
tu
di
es,
do
ne
i
n
dif
f
er
ent
sam
p
le
s
,
t
im
e
and
pla
ce,
on
a
spe
c
ific
s
u
b
j
e
c
t
/
t
op
ic.
P
h
enom
en
o
l
o
g
y
w
a
s
u
sed
i
n
t
he
n
e
x
t
s
t
e
p
o
f
t
h
e
st
udy.
W
i
t
hi
n
p
h
e
n
o
m
e
nolo
gy,
w
e
focu
s
on
th
e
phe
n
o
m
e
no
n
w
h
ic
h
w
e
a
r
e
a
w
a
re
o
f
b
u
t
n
o
t
k
now
m
uc
h
[4
9]
.
In
t
h
i
s
a
ppr
oach,
a
phe
nome
n
on
is
d
e
s
cribe
d
ac
cord
in
g
t
o
i
n
d
i
v
i
d
ual
s
'
an
d
gro
u
p
s
'
ex
p
e
r
i
e
n
ces
[
5
0
].
S
o,
w
ha
t
sort
o
f
be
lie
fs
a
re
d
eve
l
o
p
e
d
,
w
h
ic
h
em
otio
ns
e
m
e
rge
a
nd
how
i
n
d
i
v
id
ua
ls
r
e
a
c
t
a
ga
in
st
a
n
y
u
nfa
i
r
pr
a
c
t
i
c
e
a
t
s
c
h
o
o
l
s
a
r
e
t
r
i
e
d
t
o
b
e
r
e
v
e
a
l
e
d
.
Th
e
r
efo
r
e,
t
h
e
q
u
a
li
t
a
tiv
e
d
a
t
a,
c
o
l
l
e
ct
ed
v
i
a
a
s
emi
-
st
ruc
t
u
r
e
d
i
n
terv
ie
w
i
n
g
f
orm
,
h
a
s
b
e
e
n
a
na
l
y
se
d
b
y
me
ans
of
a
q
u
a
li
ta
t
i
ve
a
p
p
r
o
a
c
h.
A
t
th
e
fi
nal
s
t
age
,
b
ot
h
q
u
al
i
t
a
ti
ve
a
nd
qua
n
t
i
t
a
tiv
e
data
w
e
r
e
a
n
al
ys
e
d
and
rei
n
terpr
e
t
e
d.
Col
l
ect
i
ng a
n
d
anal
y
s
i
n
g
qua
nti
t
a
t
i
ve
da
ta
C
o
l
l
e
c
t
i
ng
and
a
n
al
y
s
i
ng
qual
i
ta
t
i
ve
dat
a
I
n
te
r
p
re
ta
ti
to
n
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
:
1
89- 2
00
19
2
2.1.
T
h
e
st
ud
ies
put into
me
t
a
-a
na
ly
sis a
n
d
st
u
d
y
g
r
o
up o
f
q
ua
lita
t
i
ve
s
t
e
p
a.
T
h
e
st
ud
ies
put into
me
t
a
-a
na
ly
sis
I
n
o
rder
t
o
de
ter
m
ine
the
st
udie
s
t
o
be
t
a
k
e
n
f
or
m
e
t
a
-
ana
l
ys
is
,
firs
t
,
d
a
t
a
b
ases
s
uc
h
as
G
oo
gl
e
Sc
hol
a
r
,
Ulak
bim
-
Soc
i
a
l
a
n
d
H
um
an
S
cienc
e
s,
YOK
D
issertat
i
ons,
ERIC
a
nd
Web
of
S
cienc
e
w
ere
a
l
l
scan
ne
d
by
me
ans
of
k
e
y
w
o
r
d
s
suc
h
a
s
"cyn
ic
ism",
"orga
n
iz
a
t
i
o
n
a
l
cyni
cism
",
"
cynicism
a
t
school
orga
niza
t
i
o
n
s".
S
ca
n
n
i
ng
pro
c
e
ss
w
a
s
comple
t
e
d
o
n
t
he
2
n
d
o
f
N
o
vem
b
er
2
0
1
8
.
15
9
stud
ie
s
(a
rtic
l
e
s
and
di
sse
r
ta
tio
ns)
r
e
late
d
to
c
y
n
ic
ism
be
i
n
g
he
ld
i
n
T
u
rke
y
w
i
t
h
i
n
sc
ho
ols
w
e
r
e
r
e
ache
d
.
Th
en,
it
w
a
s
c
onc
lu
de
d
tha
t
i
n
1
6
o
f
t
h
ese
stu
d
i
es
t
h
e
r
elat
io
nshi
p
be
t
w
e
e
n
o
r
g
a
n
izat
i
on
al
j
u
s
t
i
c
e
and
c
y
ni
c
i
s
m
w
a
s
i
nve
st
i
g
ate
d
.
In
order
t
o
d
ec
ide
w
h
e
t
he
r
t
o
p
u
t
t
hese
s
t
u
d
i
e
s
i
nt
o
m
e
ta-
a
na
l
y
sis
s
t
e
p
,
p
re-d
et
e
r
mi
n
e
d
c
r
i
t
eri
a
w
e
r
e
u
s
ed
.
Th
e
s
e
c
r
i
t
e
ri
a
a
r
e
a
s
s
u
c
h
:
b
ei
ng
r
e
a
l
i
z
e
d
b
e
t
we
e
n
2
000
a
nd
2018
;
t
o
b
e
e
i
t
h
e
r
a
r
e
s
e
a
r
c
h
a
r
t
i
c
l
e
o
r
d
i
s
s
e
r
t
a
t
i
o
n
;
t
o
cove
r
tea
c
h
e
r
s
from state or
p
r
i
va
t
e
s
c
hoo
ls a
s
a
sam
p
le; be
i
n
g
ac
cess
i
b
l
e
;
to pr
efe
r
d
is
serta
t
i
on form
i
f i
t
w
as
su
i
t
a
b
le
i
n
b
o
t
h
d
isse
rtat
io
n
and
r
e
sear
ch
a
rtic
le;
t
o
i
n
c
l
u
de
sta
tis
t
i
c
a
l
v
a
lue
s
s
uch
a
s
t
he
num
ber
of
s
am
ple
(n), correlat
i
on (
r
) or re
g
ression (
r
2
)
coe
ffic
i
e
n
ts
w
hi
c
h
ar
e
essen
tia
l for
meta-a
na
lys
i
s.
C
ons
ide
r
i
ng
t
h
ese
1
6
s
tu
die
s
t
o
g
e
t
her
w
i
t
h
t
he
se
i
nc
lu
di
n
g
c
rit
eria
,
it
w
a
s
dete
rmi
n
e
d
t
ha
t
8
o
f
t
hem
w
e
r
e
suitab
l
e
for
me
t
a
-ana
l
y
s
i
s pr
o
c
ess.
D
escr
ipti
ve
s
t
a
tist
i
c
s
a
re
g
i
v
en
f
or
t
h
e
s
e
e
i
g
h
t
st
u
di
e
s
i
n
T
a
bl
e
1
.
Tab
l
e
1.
D
escr
i
p
ti
ve
s
t
a
t
i
s
t
ics fo
r
the
stu
d
i
es
p
u
t
i
n
me
t
a
-a
na
ly
sis
V
a
ri
a
b
l
e
s
Nu
m
b
e
r
of
St
udie
s
N
2013
2014
2015
2
016
2017
2018
O
r
ga
niza
tiona
l
Justic
e
-
Cy
nic
i
s
m
8
2761
1
3
3
1
St
ud
y
R
e
gion
T
y
p
e
of
S
tudy
M
e
d
i
t
e
r
r
a
n
e
a
n
2
A
eg
ean
1
A
r
t
icl
e
5
N
o
r
t
he
rn
A
na
toli
a
1
B
l
ac
k
S
e
a
-
D
i
sse
rt
a
tion
3
Ce
ntr
a
l
A
n
a
t
ol
i
a
1
M
a
r
m
a
r
a
2
South-E
a
st
e
r
n
An
a
t
olia
1
A
s
it
is
s
ee
n
in
T
a
b
le
1
,
the
st
u
d
i
es
c
h
o
se
n
for
m
e
t
a
-ana
l
y
sis
wa
s
don
e
i
n
a
nd
a
ft
e
r
2
0
1
3
,
5
i
s
rese
arc
h
a
rti
c
le
w
hi
le
t
he
r
e
m
aini
ng
3
is
d
isserta
tio
n.
W
he
n
w
e
c
o
n
s
i
d
e
r
wher
e
t
h
e
s
e
st
ud
ies
we
re
h
el
d,
a
t
l
e
a
s
t
o
n
e
s
t
udy
i
s
i
n
c
l
u
d
e
d
fro
m
e
a
c
h
reg
i
on
e
x
c
e
p
t
fo
r
the
Bl
a
c
k
S
ea
.
F
i
na
l
l
y
,
t
he
t
o
t
a
l
s
am
p
l
e
n
u
m
b
er
f
or
the
s
e
8 stud
ie
s
is
u
p to 2
7
61.
b.
S
t
ud
y grou
p
for
q
u
al
itat
ive
ste
p
The
s
t
ud
y
gr
o
up
for
t
h
e
q
u
a
lita
t
i
v
e
s
tep
w
a
s
ch
ose
n
by
m
e
ans
of
t
he
m
a
x
i
m
um
-varia
t
i
on
s
am
pl
in
g
tech
n
i
q
u
e.
W
i
t
h
th
is,
t
h
e
m
a
i
n
purp
o
se
i
s
to
c
rea
t
e
a
sm
al
l
e
r
s
am
ple
a
nd
m
a
xim
i
ze
t
h
e
i
n
d
i
vid
u
a
l
t
y
p
e
s
w
ho
ca
n
be
r
e
l
a
t
e
d
t
o
the
sub
j
ec
t
[4
9].
T
h
e
n
,
it
w
as
t
ried
t
o
be
r
e
alize
d
b
y
p
u
tt
i
ng
ma
l
e
a
nd
fe
ma
l
e
t
e
a
c
h
ers
to
ge
ther,
w
h
i
l
e
on
t
h
e
si
de
d
i
ffe
re
nt
s
c
h
o
o
l
t
ypes
a
n
d
l
e
ve
l
s
w
e
r
e
a
l
so
r
ep
re
se
nt
ed
.
Ac
co
rd
in
g
t
o
B
aş
&
A
k
t
u
ran
[5
1],
the
m
a
i
n
p
o
i
n
t
f
o
r
t
his
of
s
t
u
di
e
s
i
s
to
d
ecr
ease
t
he
n
umb
e
r
of
s
t
u
d
y
g
r
oup
b
u
t
i
ncr
e
a
s
e
the
q
u
a
li
t
y
of
t
h
e
da
t
a
g
a
t
h
e
r
e
d
.
T
h
e
s
tu
dy
g
rou
p
i
s
i
d
en
ti
fi
ed
i
n
Ta
bl
e
2.
Tab
l
e
2. S
tudy
gro
up f
o
r qua
l
i
tat
i
v
e ste
p
G
e
nd
e
r
T
ota
l
F
em
a
l
e
Ma
l
e
N
1
7
8
9
S
c
hool
T
y
p
e
P
r
i
m
a
r
y
S
e
c
ond
a
r
y
Hi
gh s
c
hool
N
1
7
4
6
7
2.2.
Da
ta
a
na
ly
si
s
a.
R
e
c
o
d
i
n
g
t
h
e
d
ata f
o
r m
e
ta-an
a
l
y
sis
a
n
d
an
alys
i
n
g p
r
oc
e
ss
The
re
sear
ch
s
tu
d
i
es
b
e
i
ng
p
u
t
in
t
he
m
eta-a
n
al
ys
i
s
w
ere
cla
s
s
i
fie
d
acc
o
r
di
ng
to
c
e
r
ta
i
n
c
ate
g
ories
(aut
hor,
ye
ar,
sam
p
le,
sco
p
e,
p
lac
e
,
c
orr
e
lat
i
on
c
o
ef
ficie
n
t
s
)
by
means
of
M
icros
o
ft
O
ff
i
c
e
Ex
cel.
S
o
that
a
very c
od
i
n
g fo
r
m
w
as cre
ated dea
li
n
g
w
i
t
h s
t
udy c
o
re
i
n
f
or
m
a
tio
n. T
hen,
t
hese
d
a
t
a w
e
re
e
nt
e
r
e
d
i
n
CM
A
2.0
(C
o
m
p
r
e
h
en
siv
e
M
et
a-An
al
ysi
s
2
.0
)
a
n
d
a
n
al
ysed
.
In
t
h
e
m
e
t
a
-
a
n
a
l
y
s
i
s,
m
etho
d
o
lo
gy
d
a
t
a
i
s
a
n
a
l
yse
d
w
ith
rega
rd
t
o
tw
o
di
ffere
n
t
m
ode
ls.
The
s
e
a
r
e
the
fi
xe
d
e
ffe
c
t
s
m
o
d
e
l
(
F
E
M
)
a
n
d
t
h
e
r
a
n
d
o
m
e
f
f
e
c
t
s
m
o
d
e
l
(REM).
I
t
de
p
e
nd
s
o
n
t
he
s
tu
dy
's
o
b
j
e
c
t
i
ve
o
f
w
h
et
her
to
F
EM
o
r
R
E
M
.
Ra
nd
om
e
ffe
c
t
s
m
o
del
w
a
s
u
s
e
d
i
n
th
i
s
r
e
s
e
a
rc
h
b
eca
use
t
h
e
stu
d
i
es,
be
i
n
g
p
u
t
i
n
t
he
m
e
t
a-a
n
a
l
y
s
is,
w
e
re
s
u
p
pos
ed
n
ot
t
o
b
e
f
u
n
c
t
i
o
na
ll
y
e
qua
l.
More
ove
r,
it
is
a
ime
d
t
o
ge
ne
r
a
lize
t
h
e
effec
t
s
ize
s
,
bei
ng
e
x
p
e
c
t
e
d
t
o
be
o
b
t
a
i
ne
d
w
i
t
h
a
nal
y
s
i
s,
i
nt
o
l
a
r
g
er
sam
p
l
e
s
[
5
2].
In
t
h
i
s
s
t
u
d
y
,
a
cor
r
elat
io
na
l
me
t
a
-ana
lysis
was
used
t
o
c
a
lcu
l
a
t
e
ef
fec
t
s
ize
s
i
n
w
h
ic
h
p
u
re
corr
elat
i
ona
l
c
o
effi
c
i
e
n
ts
(
r
)
a
n
d
s
am
ple
size
(
n)
a
re
a
deq
u
a
t
e
.
To
r
ein
t
e
r
pre
t
t
hes
e
c
or
e
va
l
u
es,
t
h
e
class
i
fica
t
i
o
n
i
nde
x
s
ugge
s
t
e
d
b
y
C
o
hen,
M
a
n
io
n
&
M
o
rrison
[5
3]
w
a
s
u
se
d
[“
.00–.
1
0
”
t
oo
w
eak,
“
.
10
–.
3
0
”
w
e
a
k
, “.30–.
5
0
”
m
edium
, “.50–.
8
0
” stro
n
g
,
“.
80≤
”
too
str
o
n
g
].
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
O
r
ga
niza
t
i
on
al
jus
tice a
n
d
cy
nic
i
sm
:
a m
i
xed m
e
th
od
s
t
u
d
y
at sc
h
o
o
l
s (H
üsey
in Akar)
19
3
b.
C
o
l
l
e
c
tin
g
q
u
a
l
i
t
a
ti
ve d
ata
a
n
d
an
alysis
I
n
c
o
l
lec
t
i
n
g
q
u
al
i
t
a
tive
da
ta
,
a
sem
i
-structu
red
inte
rv
iew
i
ng
form
,
deve
lope
d
b
y
u
s,
w
as
u
sed.
A
n
exa
m
ple
o
f
i
nj
us
ti
c
e
b
e
h
av
i
o
urs
w
a
s
g
i
ve
n
t
h
ro
ug
h
a
s
hor
t
re
adi
ng
pa
ssa
g
e
w
i
t
h
in
t
he
i
n
t
erview
i
n
g
form
,
and
the
par
tici
p
a
n
t
s
w
er
e
aske
d
whet
her
the
y
h
a
d
f
ac
e
d
t
o
sim
ilar
t
h
i
n
g
s
a
t
t
h
e
i
r
o
w
n
s
c
h
o
o
l
s
a
n
d
i
t
w
a
s
t
r
i
e
d
t
o
b
e
d
et
e
r
mi
n
e
d
t
h
at
w
h
a
t
t
ype
o
f
rea
c
t
i
on
s
o
r
e
mo
t
i
on
s
occ
u
rs
i
n
s
uch
pra
c
t
i
ces.
S
o
t
he
i
nter
vie
w
i
n
g
for
m
con
s
is
t
s
o
f
hy
pot
he
tica
l
a
nd
o
pen-
e
nde
d
q
u
es
tio
ns.
H
y
p
o
t
h
e
tic
a
l
q
ues
t
ions
a
r
e
s
p
e
c
u
lat
i
v
e
o
n
es
t
hr
ou
g
h
w
h
ic
h it i
s
pos
si
bl
e
t
o
le
a
rn
a
bo
u
t
how
a
per
son w
o
ul
d be
h
a
ve a
g
a
in
st
a
s
p
e
c
i
al
c
a
s
e
[
54]
.
Th
e
p
a
rt
i
c
ip
a
n
ts
w
ere
a
l
l
i
n
fo
rmed
a
b
out
t
h
e
r
es
ea
rch
o
b
j
ecti
v
e
s
an
d
po
ssi
b
l
e
i
n
t
e
r
vi
e
w
i
n
g
du
ra
ti
on
.
Th
ey
w
e
r
e
al
s
o
a
sk
ed
t
o
giv
e
p
e
r
mi
ssio
n
f
o
r
v
oi
ce
-rec
o
rdi
n
g
i
n
w
h
i
c
h
f
i
ve
a
gree
d
w
h
i
l
e
the
r
e
s
t
w
e
r
e
in
t
e
rv
iew
e
d
v
i
a
n
o
te-
t
a
k
ing.
A
fter
e
ac
h
i
n
ter
v
i
e
w
,
t
he
p
ar
tic
ip
a
n
t
w
a
s
aske
d
to
c
h
e
c
k
t
he
t
a
k
e
n
n
otes,
appr
ox
im
ate
l
y
the
i
n
te
rv
iew
s
las
ted
for
35 m
i
n
u
t
es.
B
o
t
h
d
e
s
c
r
ip
ti
ve
a
n
d
c
o
n
t
en
t
a
n
al
ys
i
s
tech
n
i
que
s
w
e
re
u
se
d
in
a
nal
y
s
i
ng q
u
al
ita
t
i
ve
d
a
t
a.
T
he
d
a
t
a
is
ana
l
yse
d
i
n
te
rm
s
of
p
re
-def
ine
d
t
hem
e
s
an
d
summ
ar
i
z
ed
w
ith
r
e
g
ard
to
d
e
s
cri
p
t
i
ve
a
na
ly
sin
g
t
ec
h
n
i
q
ue.
N
o
t
on
ly i
t
is p
ossible
t
o
orga
n
i
z
e
da
t
a
a
cc
or
d
i
n
g
t
o
t
he the
me
s t
h
at t
he inte
r
vi
e
w
que
sti
o
ns ha
v
e
r
e
vea
l
e
d
bu
t
a
l
s
o
yo
u
ca
n
pre
s
e
n
t
the
m
b
y
c
o
ns
ideri
n
g
the
q
u
e
s
ti
ons
o
r
e
v
en
p
ro
ce
ss
[
49].
Three
t
h
e
m
es
w
e
r
e
de
fi
ned
i
n
a
c
c
o
rd
an
ce
w
it
h
th
e
in
t
e
rvi
e
wi
ng
q
u
e
sti
ons
b
y
t
h
e
re
se
arc
h
ers.
These
a
r
e
the
refle
c
t
i
o
n
o
f
u
n
f
air
pra
c
tice
s
up
o
n
c
og
n
i
tive
,
e
m
o
tio
nal
an
d
b
e
ha
v
i
oural
d
i
m
en
si
o
n
s
of
c
yn
ic
is
m.
S
imilar
co
de
s
an
d
data
a
re
g
i
v
e
n
w
i
t
h
fre
que
nc
ie
s
u
nder
pre
-
defin
e
d
them
es
by
m
eans
o
f
c
o
n
te
n
t
a
nal
y
s
i
s
.
According
to
M
erriam
[
54],
al
l
qua
l
i
t
a
ti
ve
a
na
ly
ses
ar
e
c
o
n
t
ent-
ba
sed
as
t
he
c
on
t
e
nts
o
f
i
nter
vi
e
w
s,
f
i
e
l
d
n
o
t
es
a
nd
doc
ume
n
t
s
a
r
e
i
n
f
a
ct ana
ly
se
d.
Bef
o
re
b
e
g
in
n
i
ng
to
d
a
t
a
ana
l
ys
is,
the
vo
ic
e
re
cordi
n
g
s
a
n
d
no
t
es
w
er
e
all
transferr
e
d
to
c
om
pu
t
e
r-
assiste
d
w
ord
proce
s
s
o
r
pro
g
r
a
m
m
e
.
Ea
ch
p
a
r
t
i
c
i
pa
nt
w
as
c
o
d
ed
a
s
K
1
,
K
2
,
K
3
.
Tha
nks
t
o
pre-
defi
ne
d
them
es,
the
c
o
di
n
g
p
roc
e
s
s
d
ire
c
t
l
y
s
t
arte
d.
T
he
c
o
d
i
n
g
s
y
s
t
em
is
d
iv
i
d
ed
i
n
t
o
three
a
s
ope
n
co
d
i
n
g
,
axia
l
cod
i
ng
a
n
d
e
l
e
c
ti
ve
c
o
d
i
n
g
[5
5].
U
nde
r
the
ope
n
c
o
d
i
n
g
s
t
e
p,
a
n
ove
ral
l
r
eadi
n
g
w
a
s
d
o
n
e
an
d
ke
yw
ords
a
nd
st
a
t
em
ents
w
er
e
tr
i
e
d
to
b
e
p
u
t
u
n
d
er
p
ro
pe
r
them
es.
Duri
ng
t
he
a
xi
al
c
od
i
n
g
pr
oce
ss,
t
he
d
a
t
a
w
a
s
dee
p
l
y
rea
d
a
ga
in
a
n
d
ne
w
l
y
f
o
u
n
d
ke
y
s
w
e
r
e
pu
t
un
der
t
h
e
the
m
es
t
hey
w
e
re
r
elate
d
t
o.
F
i
n
a
lly,
at
e
lec
tive
c
o
d
i
ng
st
e
p
, a fina
l
re
a
di
n
g
w
a
s
do
n
e
t
o
p
u
t
a
ny
poss
i
b
l
e
n
e
w
ke
ys un
d
er
t
hem
e
s. Them
e
s w
ith c
ode
s w
e
re
orga
n
ize
d
un
der
tab
l
es a
n
d
w
hi
le in
t
erpr
etin
g
them
d
irec
t
qu
o
t
a
t
io
ns o
f p
ar
t
i
c
i
pa
nt
s
w
e
re
also use
d
.
O
n
e
o
f
t
h
e
t
o
p
c
h
a
l
l
e
n
g
i
n
g
i
t
e
m
s
f
o
r
q
u
a
l
i
t
a
t
i
v
e
r
e
s
e
a
r
c
h
e
s
i
s
re
l
i
a
b
i
l
i
t
y
a
n
d
va
l
i
d
ity
[
56,
57]
.
A
c
c
o
rdi
n
g
t
o
C
re
sw
e
l
l
[5
6],
r
e
liab
i
l
i
t
y
i
n
q
u
a
lita
t
i
ve
s
tu
die
s
relies
und
e
r
t
he
c
o
n
s
i
ste
n
cy
b
etwee
n
d
ifferent
code
rs
o
n da
ta se
t
.
T
hus
t
he
d
a
t
a
se
t, partic
i
p
ant
s
'
view
s,
w
e
r
e
c
o
d
e
d
by
bot
h
re
se
arc
h
ers
se
p
a
ra
t
e
l
y
.
Th
e
n
t
he
resul
t
s w
e
re re
c
on
side
red acc
ord
i
n
g
t
o the
form
ula s
u
g
g
es
t
e
d b
y
Mi
l
e
s
& H
ube
rm
an [
58]
a
nd fi
na
l rel
i
a
b
i
lit
y-
in
de
x
w
a
s
ca
l
c
ula
t
e
d
a
s
%
86.
B
o
t
h
r
e
sea
r
che
r
s'
c
ode
s
w
e
re
c
omp
a
r
ed
a
n
d
e
va
lua
t
e
d
t
o
g
e
t
he
r
to
s
tab
i
liz
e
c
o
d
e
s
an
d
th
eme
s
.
Th
re
e
t
y
p
e
s
o
f
v
a
l
id
i
t
y
can
b
e
st
a
t
ed
i
n
q
u
a
l
i
t
a
ti
v
e
s
tu
d
i
es
w
hi
ch
a
re
d
e
s
c
r
ip
ti
v
e
,
in
t
e
rpre
ti
ve
a
n
d
t
he
o
r
et
ical
v
ali
d
ities
[50]
.
Wi
t
h
r
ega
r
d
to
d
e
scri
pt
ive
va
li
dit
y
,
t
h
e
da
t
a
w
ere
ana
l
yse
d
by
th
e
rese
arc
h
ers
se
pa
rate
ly
a
nd
the
n
a
n
ext
e
rna
l
f
e
l
l
o
w
w
a
s
a
s
ke
d
to
e
xam
i
ne
t
hese
c
o
d
e
s
a
nd
t
h
em
es.
S
o
t
ha
t
rese
arc
h
er
d
iv
ersifica
ti
on
wa
s
gu
a
r
antee
d
.
In
o
r
d
er
t
o
pro
v
i
d
e
i
n
ter
p
re
ti
ve
v
a
l
i
d
i
t
y
,
co
des
a
nd
the
m
e
s
w
er
e
pu
t
to
ge
t
h
er
u
n
d
e
r
cer
t
a
in
t
ab
l
e
s
t
oge
t
h
er
w
it
h
d
i
re
ct
q
uota
t
i
o
ns.
A
l
s
o
,
a
fi
nal
o
v
era
ll
exa
m
inat
i
o
n
w
a
s
run
to
be
s
ur
e tha
t
c
o
d
es
a
n
d
them
e
s
w
e
re suita
ble
for e
x
isti
n
g
th
e
ori
es
.
3.
FINDINGS
3.1.
Find
i
n
g
s
fo
r
qua
nt
i
t
a
t
iv
e st
ep
Wit
h
i
n
t
he
qua
n
t
i
t
at
i
v
e
s
t
e
p
o
f
the
re
se
arc
h
;
firs
t,
t
he
p
rob
l
e
m
o
f
pub
li
c
a
t
i
on
b
i
a
s
wa
s
i
n
v
e
s
tig
a
t
ed
for
t
h
e
st
udie
s
p
u
t
i
n
t
h
e
m
e
t
a
-a
nal
y
sis.
P
ub
lica
t
i
on
b
i
as
i
s
a
s
it
ua
ti
on
i
n
w
hic
h
a
ll
t
he
p
u
b
l
i
c
a
t
i
o
ns
a
bo
u
t
a
spec
ific
s
ub
jec
t
a
re
a
are
n
o
t
t
a
ke
n
i
n
t
h
e
a
nal
y
s
i
s
proce
s
s.
I
t
i
s
be
caus
e
s
om
e
resea
r
che
r
s
ha
ve
a
t
e
nde
n
c
y
t
o
wa
rd
s
t
a
ki
ng
t
h
e
s
tu
di
es
w
hi
c
h
i
n
c
l
u
d
e
s
i
g
n
i
fi
c
a
nt
d
i
ffe
ren
c
e
s
or
r
ela
t
i
o
ns.
Th
is
l
ea
ds
t
o
pu
b
l
ica
t
ion
b
i
as
i
n
met
a
-an
a
ly
si
s
stu
d
i
es
a
nd
d
ev
i
a
t
i
o
n
s
i
n
e
f
f
ect
s
i
z
e
s
c
al
cu
l
a
t
e
d
[
5
2
,
59].
Th
us,
it
m
u
st
d
e
f
ini
t
e
ly
b
e
in
ves
tiga
t
e
d
w
he
the
r
t
he
re
i
s
pu
b
lica
t
i
o
n
b
i
a
s
o
r
n
o
t
w
i
th
r
ega
r
d
t
o
the
s
t
ud
ies
be
i
n
g
pu
t
i
n
t
h
e
m
e
t
a
-
ana
l
ys
is.
Th
e
r
e
are
d
i
ff
ere
n
t
t
e
c
h
n
i
qu
es
t
o
inv
e
st
ig
ate
p
u
b
l
i
cat
io
n
b
i
as.
F
unne
l
Plo
t
,
Eg
ge
r
Te
st,
Classic
F
a
il
S
a
fe
N
and
D
uva
l
&
Tw
eedie
’s
T
ri
m
a
n
d
F
ill
w
e
re
u
se
d
t
h
ro
ug
h
t
h
is
s
tud
y.
T
he
F
unne
l
P
l
ot
f
or
t
he
s
t
u
di
e
s
t
a
k
e
n
i
s
gi
ve
n in F
ig
ure
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
:
1
89- 2
00
19
4
F
i
gure
2.
F
unn
el
p
lo
t for t
h
e
stud
ie
s
ta
ken
Wh
en
w
e
lo
o
k
a
t
th
e
fu
nn
el
i
t
c
a
n
b
e
s
e
e
n
th
a
t
t
h
e
e
ff
ec
t
si
ze
s
o
f
t
h
e
s
t
u
d
i
e
s
g
a
t
h
e
r
a
t
t
h
e
u
p
p
e
r
s
i
d
e
of
t
he
p
lo
t
a
nd
t
h
e
r
e i
s
n
ot a
n
extre
m
e
asym
m
e
tric si
t
ua
t
i
o
n
. S
o it c
a
n
be sa
id t
h
a
t t
h
ere
is n
o
pu
blica
t
i
on
bia
s
;
mor
e
over
,
C
M
A
s
oftw
are
m
a
kes
re
d
ty
pin
g
to
s
how
u
s
h
o
w
m
a
ny
s
t
u
d
i
es
a
re
n
eed
ed
.
W
h
e
n
w
e
loo
k
a
t
th
e
r
e
d
t
y
p
i
n
g
,
C
M
A
h
a
s
n
o
t
s
u
g
g
e
s
t
e
d
u
s
t
o
a
n
y
m
o
r
e
s
t
u
d
i
e
s
.
T
h
e
n
,
once
a
g
a
i
n,
i
t
ca
n
be
s
ta
ted
tha
t
t
he
r
e
i
s
n
o
pu
b
l
ic
a
t
ion
bia
s
.
A
lthou
g
h
t
h
e
se
a
re
e
ssent
ia
l
c
l
ue
s
for
n
o
t
h
a
v
i
ng
pu
b
lic
atio
n
b
i
as,
fur
t
he
r
a
n
al
ys
i
s
i
s
ne
ede
d
t
o
b
e
c
e
rt
ain
.
T
h
e
r
e
s
ul
t
s
o
f
Egg
e
r
Te
st
,
Cl
ass
i
c
Fa
il
S
af
e
N
a
nd
D
u
va
l
&
Tw
e
e
d
i
e
'
s
T
r
im
a
nd
F
i
ll
a
re
g
i
v
e
n
in Ta
b
le
3.
Tab
l
e
3.
T
he r
e
s
u
l
t
s
o
f e
g
ger
test, c
lassi
c
fa
i
l
s
afe
n a
nd d
u
v
a
l
&
t
we
e
d
i
e
’s
t
r
i
m
a
n
d
f
i
l
l
Var
i
a
b
l
e
E
gge
r
Te
st
D
uva
l
&
T
w
e
e
d
i
e
's
T
ri
m
a
nd F
ill
C
l
a
s
i
c
F
a
i
l S
a
f
e
N
T
ri
mme
d
F
ille
d
OJ-O
C
2161
p
=
.
94
0
-.
55
(-.
55
)
OJ
: Orga
niza
tion
a
l Justic
e, OC
:
Or
g
a
n
iz
a
tion
a
l Cy
ni
c
i
sm
We
n
ee
d
2
1
6
1
more
s
tudie
s
t
o
pr
eve
n
t
p
u
b
lic
at
ion
b
i
as
a
cc
ord
i
n
g
t
o
Cl
assi
c
Fai
l
S
a
f
e
N,
h
o
w
ev
e
r
;
w
h
en
w
e
c
o
n
s
ide
r
t
ha
t
w
e
can
o
nl
y
rea
c
h
8
st
ud
ies
i
n
l
a
s
t
18
ye
ar
s,
i
t
see
m
s
imposs
i
b
l
e
t
o
r
e
a
c
h
s
uc
h
a
high
numbe
r.
T
he
n,
t
h
i
s
ca
n
be
s
t
a
te
d
st
ill
t
h
er
e
is
n
o
t
a
ny
p
u
b
l
i
c
a
t
i
on
bias.
It
w
a
s
f
o
u
nd
t
h
at
p
-
v
a
l
ue
r
em
aine
d
in
si
g
n
i
f
ica
n
t
w
h
ic
h
pro
v
e
d
t
h
a
t
t
h
er
e
is
not
a
ny
pu
b
lica
t
io
n
b
i
a
s
.
S
i
mi
l
a
rl
y
,
a
c
c
o
r
di
ng
to
D
uv
al
&
T
w
e
ed
i
e
'
s
t
r
i
m
a
n
d
f
i
l
l
m
o
d
e
l
,
w
e
d
o
n
o
t
a
n
y
m
o
r
e
s
t
u
d
i
e
s
t
o
m
a
k
e
t
h
e
f
u
n
ne
l
sym
m
e
tric.
A
ll
the
s
e
m
a
ke
u
s
ce
r
t
ai
n
th
at
t
h
e
eff
ect
si
z
es f
i
t
p
r
op
erly
t
o bo
t
h
si
d
es a
nd
there
is n
o
pub
lica
t
i
on b
i
as.
The
ove
ral
l
e
ffec
t
s
i
ze
s,
f
or
r
and
o
m
effec
t
s m
o
de
l
s
,
of tea
c
h
er
s’
p
e
r
ce
pti
o
n
f
o
r
or
ga
ni
zat
io
na
l
j
u
s
t
i
c
e
and
cy
n
i
ci
sm
d
egre
e a
r
e
gi
ven
in Ta
b
le 4.
Tab
l
e
4.
T
he ove
ral
l
e
ffe
c
t
si
z
e
s
,
fo
r
ra
ndo
m
effec
t
s
mod
e
ls,
o
f
t
e
ac
he
rs’
perc
eption
fo
r
organiza
tio
na
l
ju
st
ice
an
d
cyn
i
ci
sm
d
egre
e
%
95
C
o
nfide
n
ce
I
nte
r
va
l
H
e
t
e
r
oge
ne
i
t
y
M
ode
l
k
N
E
S
(
r
)
L
o
we
r li
m
i
t
Uppe
r
l
i
m
i
t
Q
p
I2
Ra
ndo
m
E
f
fec
t
s Mode
l
8
2761
-.
55
-
.
61
-
.
49
46.77
.
00
80.
96
M
ode
r
a
tor
E
f
f
e
c
t
k
E
S
L
owe
r
l
i
m
i
t
U
ppe
r
l
i
m
i
t
Qb
p
A
r
t
i
c
l
e
5
-
.
5
7
-.
64
-
.
50
.7
5
3
.
39
D
i
sse
r
t
a
tion
3
-
.
5
2
-.
61
-
.
40
The
effe
ct
o
f
te
ac
hers’
per
cept
i
o
n
s
f
or
o
rg
aniza
t
i
ona
l
j
u
stice
on
th
eir
expe
r
i
enc
i
ng
organ
i
za
tio
na
l
c
y
n
i
c
i
s
m
w
a
s
c
a
l
c
u
l
a
t
e
d
a
s
-
.
5
5
[
-
.
6
1
;
-
.
4
9
]
a
c
c
o
r
d
i
n
g
t
o
T
a
b
l
e
4
.
S
o
i
t
can
b
e
sta
t
ed
t
ha
t
t
e
a
c
he
rs’
perc
ep
ti
o
n
s
for
orga
n
i
z
a
t
i
ona
l
j
u
s
t
ic
e
ha
ve
a
s
t
r
o
ng
ef
fec
t
o
n
t
h
e
i
r
e
x
p
e
ri
en
ci
ng
o
rg
an
i
zat
i
o
n
a
l
c
yni
ci
sm
[
5
3
]
.
It
can
a
l
s
o
be
i
nfer
red
t
h
at
t
h
e
s
tu
die
s
'
e
ffe
c
t
s
i
z
es
d
i
s
tri
b
u
te
h
e
t
e
r
og
ene
ousl
y
(
Q
=
46
.7
7;
I
2
=
80
.9
6;
p
˂
.
05
)
by
me
ans
of
c
on
side
rin
g
h
eter
oge
ne
it
y
t
e
s
t
,
and
t
h
e
he
teroge
ne
ity
is
a
t
a
hi
gh
d
e
g
ree
[6
0].
H
i
gh
degr
e
e
heter
o
g
e
ne
it
y
po
int
s
o
u
t
t
o
t
h
e
e
x
i
s
te
nc
e
o
f
m
ode
ra
tor
v
a
riab
le
s
w
h
ic
h
effec
t
s
the
c
a
l
cu
la
te
d
effect
s
ize
.
P
ubl
ica
t
i
o
n
ty
pe
h
as
b
e
e
n
t
a
ke
n
as
a
m
o
d
er
at
or
t
hrou
g
h
t
he
s
t
u
d
y.
H
ow
e
v
er,
it
c
an
b
e
ex
p
l
ore
d
t
ha
t
pu
b
l
ic
a
t
ion
typ
e
h
a
d
n
o
si
g
n
i
f
ica
n
t
effec
t
o
n
ca
lcu
l
a
t
ed
e
ffect
s
iz
e
(
Q
b=
.
7
5
3
;
p
˃
.
05)
w
hi
c
h
m
ea
ns
t
ha
t
th
e
effec
t
s
i
z
e
doe
s no
t di
ffe
r si
g
n
i
f
ican
t
l
y a
cco
r
d
ing
to
p
ub
lic
a
t
io
n
t
y
pe
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
O
r
ga
niza
t
i
on
al
jus
tice a
n
d
cy
nic
i
sm
:
a m
i
xed m
e
th
od
s
t
u
d
y
at sc
h
o
o
l
s (H
üsey
in Akar)
19
5
The
for
e
s
t
pl
o
t
for
the st
u
d
ie
s pu
t i
n
m
eta
-
an
a
l
y
s
is
is
sh
ow
n
i
n F
i
g
u
re
3
. A
cc
ord
i
n
g
t
o fore
st
p
l
o
t,
t
he
corr
elat
i
on
c
o
e
fficie
n
ts
f
or
t
h
e
s
t
u
d
i
e
s
i
nve
sti
g
a
t
i
n
g
t
e
ache
r
s
'
perc
e
p
t
i
on
of
o
rga
n
i
z
a
t
i
o
n
a
l
just
ice
a
nd
degr
e
e
of
e
x
p
e
r
i
e
nc
i
n
g
orga
n
i
z
a
t
i
ona
l
cy
n
i
cism
d
iffers
from
-
.
63
to
-
.
41.
W
he
n
th
e
s
e
8
s
t
u
d
i
e
s
a
re
c
om
bi
ne
d
un
d
e
r
the
ra
nd
om
e
ffe
c
t
s
m
o
del,
a
n
ega
tive
b
u
t
m
edi
u
m
siz
e
s
ig
nif
i
c
a
n
t
r
e
lat
i
o
n
re
veal
s
betw
ee
n
tea
c
h
er
s'
perc
ep
ti
o
n
f
or
o
rga
n
iz
a
t
i
o
na
l
just
ice
an
d
deg
r
e
e
of expe
rie
n
cin
g or
ga
n
i
zat
i
ona
l c
y
ni
c
i
sm
(
r=-.55; p
˂.0
5
).
F
i
gur
e 3.
F
orest pl
o
t
3.2.
Fin
d
i
n
gs for
q
u
a
lit
ative
st
ep
Thr
ee m
a
in
t
he
m
e
s were
r
e
v
e
a
l
e
d
a
t
t
he e
n
d
of t
h
e q
u
a
l
i
t
a
t
i
v
e d
ata
ana
l
ysi
s
.
The
s
e are
;
t
he
r
eflec
tio
n
of
u
nfa
i
r
prac
t
i
c
e
s
u
p
on
c
o
gn
iti
ve,
em
o
t
i
ona
l
an
d
be
ha
vi
our
al
d
i
m
e
n
si
ons
o
f
c
y
nic
i
sm
.
The
ke
y
w
ords,
st
a
t
em
ents
a
n
d
c
o
d
e
s
r
e
la
ted
to
t
he
r
e
f
lect
i
o
n
o
f
unfa
i
r
pr
acti
c
e
s
upo
n
the
cog
n
i
t
i
v
e
d
ime
n
sio
n
of
c
yn
i
c
i
s
m
are
give
n
i
n
T
a
b
le
5
.
Ta
ble
5.
T
he
k
eyw
o
rds,
sta
te
m
e
nts an
d
cod
e
s
relate
d t
o
t
h
e
r
efl
e
c
t
i
on
of
u
n
f
a
i
r pr
actice
s
upo
n c
o
g
n
i
t
i
v
e
di
m
e
n
s
i
o
n of
c
yn
ic
ism
K
e
y
w
o
r
d
s,
S
ta
t
e
me
nt
s a
nd C
ode
s
f
1
I
a
m
,
now,
que
stio
ning
t
h
e
t
e
r
m
s
l
i
k
e
j
ust
i
ce
,
r
i
g
h
t
s
a
nd la
w
1
0
2
I
th
i
n
k
t
h
at
o
u
r
h
ead
t
e
ach
e
r
s
ar
e s
e
l
f
i
s
h
,
m
an
i
p
u
l
at
i
v
e
a
n
d
a
c
t
i
n
g
i
n
c
onsist
e
nt
9
3
I
don
’t
t
hink
tha
t
t
he
y
de
s
e
r
v
e
su
c
h
d
utie
s.
9
4
I
t
h
ink
o
u
r
sc
hool
w
i
ll
fa
il
8
5
I
don
’t
t
hink
tha
t
m
y
opinions
o
r
pro
j
e
c
t
s
wil
l
b
e
suppo
rte
d
7
6
T
h
e
re
wa
rds a
nd
prom
otions
b
y
s
c
hoo
l
m
a
n
a
g
e
rs
h
a
v
e
l
o
st
t
he
ir
m
ea
n
i
ng
f
o
r
m
e
7
7
I
a
m
t
e
a
c
h
ing a
t
a
n
unhea
lthy
s
c
hool a
t
m
osphe
r
e
.
6
8
I
f
e
e
l
e
ntr
a
pp
e
d
.
6
9
T
h
e
r
e
is a
c
ult
u
re
of
fe
a
r
a
t m
y
s
c
h
o
o
l.
5
1
0
I
b
e
l
i
e
v
e
t
h
a
t
our
s
c
hool m
a
n
a
g
e
r
s
w
i
ll
find
the
i
r m
i
st
a
k
e
s
.
1
Th
is
t
hem
e
u
n
d
e
r
line
s
w
ha
t
ty
pes
of
r
eac
ti
ons
t
h
e
t
ea
c
h
e
r
s
gi
ve
a
gai
n
s
t
unfair
prac
tic
e
s
a
t
t
h
eir
sc
ho
ol
s
.
I
t
c
a
n
b
e
s
t
a
t
e
d
,
a
ccord
in
g
to
t
h
e
p
art
i
c
i
p
a
nt
s'
v
i
e
w
s
,
tha
t
the
y ge
ne
rall
y ha
v
e
neg
ati
v
e
be
l
i
e
f
s
a
g
ain
s
t
the
sc
h
o
o
l
a
nd
its
m
ana
g
ers,
s
c
h
o
o
l
m
a
nag
e
rs
a
re
l
a
c
k
o
f
hone
s
t
y
and
e
v
alu
a
t
e
t
h
e
i
r
s
cho
o
l
cl
i
m
a
t
es
a
s
a
clo
s
ed
one.
A
s
i
t
i
s
g
ive
n
i
n
Tab
l
e
5
;
m
os
t
of
t
he
t
e
a
c
he
rs
a
re
ques
t
i
o
nin
g
t
he
t
e
r
ms
"
justice
"
(
f=10)
,
ma
nage
rs
car
e
fo
r
t
h
e
i
r
ow
n
c
onc
er
ns
(f=9)
,
the
i
r
sch
o
o
ls
w
ill
not
s
u
c
ce
ed
(
f
=
8
)
,
ca
n
not
g
et
s
u
ppo
rt
e
ve
n
if
t
h
ey
e
xp
re
ss
th
e
i
r
id
e
a
s
o
r
p
roj
e
cts
(f=7).
Despit
e
the
general
n
e
g
a
tiv
e
expr
essio
n
s,
o
n
l
y
one
p
ar
tici
p
a
n
t
st
a
t
ed
t
ha
t
the
scho
o
l
m
ana
g
ers
w
ill
fi
n
d
o
ut
t
he
ir
f
a
u
lts
a
nd
c
o
r
r
ec
t
t
h
em
.
The
direc
t
q
u
o
ta
t
i
o
n
s
f
o
r
this
them
e a
r
e:
“
M
y
fa
it
h f
o
r j
u
stice
w
a
s
s
h
a
ken
bec
ause
o
f
un
f
a
ir a
n
d
di
sc
ri
m
i
n
a
t
i
ng pr
a
c
tice
s
.
T
hus,
t
h
e
prom
oti
o
ns an
d
re
ward
s give
n by
the
s
e
m
a
n
age
rs do n
o
t
e
n
tire
l
y
dr
a
w
m
y
i
n
te
re
st
(K
5).”
“
T
he fact t
h
a
t
hea
d
te
ac
he
r h
a
s g
ood
re
l
a
ti
ons
wit
h
t
h
ese w
ho a
g
ree
wi
t
h
h
i
m
wh
i
l
e t
h
e
rest are be
hav
ed un
f
a
i
r
l
y
h
a
s
le
d
m
e
to g
a
i
n
ne
g
a
tiv
e o
p
i
n
io
ns an
d i
n
cr
e
a
se
s
m
y
be
li
e
f
s
th
at wit
h
suc
h
pra
c
tic
es
sc
ho
ol an
d its
te
ac
h
e
rs
wi
ll not suc
c
e
e
d
at al
l
(
K
7
)
."
The
pa
rtic
ipa
n
ts w
ere
a
s
ke
d w
h
a
t
sor
t o
f
em
o
tio
ns the
y
ha
ve
aga
i
n
s
t
un
f
a
i
r pr
act
ice
s
a
t the
i
r
sch
o
o
l
s.
S
o
t
he
r
espo
ns
es
f
or
t
his
w
e
re
a
nal
y
sed
un
d
e
r
the
them
e
f
o
r
the
r
e
f
lec
tio
n
of
u
n
f
air
pra
c
tice
s
on
c
y
n
i
c
i
sm
’s
em
otio
na
l
sub-
di
m
e
n
s
i
o
n.
K
e
y
-w
ords an
d
t
e
r
m
s
and
code
s
are
give
n
i
n
T
ab
l
e
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
:
1
89- 2
00
19
6
Tab
l
e
6.
K
ey-w
or
ds,
ter
m
s
a
nd c
o
des f
o
r th
e
refl
e
c
t
i
o
n
s o
f
u
nfa
ir
p
rac
t
ice
s
on c
y
ni
c
i
sm
’s
em
oti
ona
l
dim
e
nsio
n
K
e
y
-w
or
ds,
T
e
r
m
s
a
nd
C
o
d
e
s
f
1
A
nge
r
16
2
D
i
strust
1
4
3
S
a
dn
e
s
s
12
4
H
a
tr
e
d
1
2
5
U
nha
ppi
n
e
ss
1
1
6
La
c
k
o
f m
o
tiva
tion
11
7
H
ope
le
ssn
e
ss
10
8
A
l
i
e
na
ti
on
9
9
G
r
udge
8
10
D
isa
ppoint
m
e
nt
8
11
A
nxie
t
y
8
12
H
e
l
ple
ssn
e
s
s
7
13
A
d
ec
r
e
a
s
e
in
s
c
hool
c
o
m
m
i
t
m
ent
7
14
A
d
ec
r
e
a
s
e
in
o
c
c
u
pa
tiona
l e
s
t
e
em
a
n
d
r
e
puta
t
ion
6
15
F
ee
ling like
tra
p
p
e
d
5
16
F
ee
ling
psyc
hol
o
g
i
c
a
l
s
tre
s
s
3
17
T
ry
t
o a
void
ne
g
a
tive
thoughts
c
onside
r
ing m
y
s
tude
nts
1
It
c
an
b
e
st
at
e
d
t
h
a
t
th
e
p
a
rt
ic
i
p
ant
s
g
en
era
l
l
y
h
av
e
n
e
g
a
t
i
v
e
em
oti
ons
a
gai
n
s
t
u
nfair
pr
ac
t
i
ce
s
a
n
d
the
y
d
ire
c
t
t
h
e
se
e
mot
i
o
n
s
to
s
c
h
ool,
m
a
na
gers
a
nd
c
o
ll
e
a
g
ues
c
ons
i
d
eri
ng
T
a
b
l
e
6.
T
h
e
m
os
t
f
r
eque
nt
em
otio
ns acc
ordi
ng t
o
tea
cher
s'
v
iews
a
re
a
s such
a
nger
(
f
=
16),
d
ist
r
us
t
(f=14),
sadness
(f=12),
h
atred
(
f
=
12);
als
o
t
he
p
a
r
t
i
c
i
pan
t
s
a
r
e
o
b
serve
d
t
o
ha
ve
e
moti
o
n
s
suc
h
a
s
anx
ie
ty,
h
ope
l
e
ssne
s
s
a
nd
h
e
l
p
less
ness.
A
l
s
o,
t
h
e
part
ici
p
a
n
t
s
s
t
a
ted
tha
t
t
he
y
lo
st
t
he
ir
o
c
c
u
pa
ti
o
n
al
c
om
mit
m
e
n
t
a
nd
mo
t
i
v
at
ion
aga
i
nst
un
fa
ir
p
r
act
ice
s
.
One
of
t
h
e
t
e
ach
e
r
s
state
d
t
ha
t
co
n
s
ide
r
in
g
h
i
s
st
u
d
en
ts,
he
t
r
i
es
to
a
v
o
i
d
s
uc
h
n
e
g
a
t
i
ve
b
e
lie
fs.
Q
uota
t
ions
f
or
t
h
i
s
them
e a
r
e:
“Un
f
ai
r pra
c
ti
ce
s f
r
u
s
t
r
at
e
m
e
whil
e
thi
s
a
n
g
e
r and
j
e
al
ousy
ma
ke
s me be
h
a
v
e
i
r
rit
abl
e
an
d h
a
rd. My
an
ger
i
s
n
o
t
fo
r
o
n
l
y
t
h
e
he
a
d
te
ache
r bu
t a
l
so f
o
r the
te
ac
h
e
rs w
h
o
s
u
p
p
o
rt
him
a
nd t
h
is u
n
f
a
i
r
ne
ss
(K2
)
.”
“Wh
e
n
I
w
itne
ss unf
ai
r
p
r
ac
t
i
c
e
s
, a
so
rt of
hopelessness invade
s me.
It
ma
kes me
e
x
t
r
eme
l
y
so
rrow
to
e
x
p
e
ri
enc
e
s
u
ch
t
h
ing
s
w
h
i
c
h
are t
o
t
a
l
l
y con
t
ra
r
y
to
t
h
e v
e
r
y n
a
t
u
r
e
of te
ac
hi
n
g
h
a
b
i
t
.
I am
losi
n
g
m
y
c
o
m
m
i
t
m
ent d
a
y
by
day
(K
13).
”
The
pa
rtic
i
p
a
n
t
s
w
ere
a
s
ke
d
w
h
a
t
t
ype
s
of
r
ea
ct
io
ns
t
hey
ha
ve
a
g
a
in
st
u
nf
ai
r
p
r
act
i
ces.
Th
e
re
sp
on
se
s
fo
r
th
is
w
ere
a
n
al
ysed
u
n
d
e
r
t
h
e
th
e
m
e
o
f
r
ef
l
e
c
t
i
o
n
s
o
f
unfair
p
ractices
on
cy
nic
i
sm
’s
b
eha
v
io
ural
dime
n
s
i
o
n.
T
he
k
ey-w
or
ds,
ter
m
s
and c
ode
s a
r
e
gi
ve
n in Ta
b
l
e
7.
Tab
l
e
7.
T
he ke
y
-w
ords,
terms a
nd co
de
s for
the r
e
flec
tio
ns
of
un
fa
i
r
pra
ct
ices
o
n cyn
i
c
i
s
m
'
s
be
ha
v
i
o
u
ral
di
m
e
nsi
o
n
T
he
k
e
y
-
w
ords,
t
e
r
m
s
a
nd c
ode
s
f
1
I
kee
p
m
y
s
c
hool m
a
n
a
g
e
r
s
a
t
a
d
i
s
t
a
nc
e
12
2
I just lis
te
n a
n
d
qui
t dur
in
g the
mee
tin
gs
1
0
3
I
do
not
c
o
m
m
uni
c
a
t
e
w
ith
t
h
e
m
an
a
g
em
e
n
t
unl
e
ss
I
a
m
to
10
4
I,
only
,
p
a
y
m
y
r
e
s
p
e
c
t
t
o
t
h
e
post
not
t
o
t
h
e
individua
ls
9
5
I
do
not
m
u
c
h c
a
r
e
for t
h
e
dec
i
sions m
a
d
e
i
n
s
c
hool m
e
e
t
i
n
gs
8
6
I
ge
ne
r
a
ll
y
r
e
be
l
7
7
I
pr
e
s
e
r
ve m
y
frie
n
ds
t
o
c
o
m
e
a
nd
t
e
ac
h a
t
m
y
s
c
hool
7
8
I
cr
i
t
i
c
i
ze
man
a
g
e
me
n
t
7
9
I
am
on m
y
o
w
n
5
10
I
t
a
l
k
a
bout
t
he
s
e
unfa
i
r
pra
c
t
i
c
e
s
e
v
e
r
y
w
h
e
r
e
5
11
I
w
i
ll
l
e
a
v
e
t
h
is
s
chool
3
12
I
d
isc
u
ss
w
ith m
y
sc
hool m
a
n
a
g
e
r
s
2
13
I
w
i
ll c
ont
inue
t
o
d
o
w
ha
t
e
v
e
r
is
n
e
c
e
ssa
ry
f
or m
y
stude
nts
a
l
t
houg
h
I
ha
te
the
m
a
na
ge
rs
1
14
I
t
ry
t
o
d
o
m
y
be
st
a
s
I
lov
e
m
y
job
1
15
I
go
on t
o
s
ta
te
w
h
a
t
is
right
a
nd
true
de
s
pi
t
e
t
h
e
f
ac
t
th
a
t t
h
ey
will not b
e
c
o
n
s
i
d
er
ed
1
16
I
do
not
c
a
r
e
f
o
r m
y
t
e
a
c
h
ings
1
17
I
do
not
s
ha
re
t
h
e
i
nfo
r
m
a
tion
I
ha
v
e
in
or
de
r
to
m
a
k
e
t
h
e
t
hings
w
orse
1
18
I
o
rga
n
i
z
e
m
y
c
ollea
g
u
e
s a
g
a
i
nst m
a
na
g
e
m
e
nt
1
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
O
r
ga
niza
t
i
on
al
jus
tice a
n
d
cy
nic
i
sm
:
a m
i
xed m
e
th
od
s
t
u
d
y
at sc
h
o
o
l
s (H
üsey
in Akar)
19
7
Th
is
t
hem
e
f
o
c
use
s
o
n
w
h
a
t
s
ort
o
f
r
ea
cti
o
ns
a
re
m
ade
by
t
h
e
pa
rt
i
c
ip
an
ts
u
n
d
e
r
cy
nici
sm
a
g
a
in
st
un
fa
ir
p
ra
ctice
s
.
When
w
e
a
n
al
yse
Ta
ble
7
,
w
e
c
a
n
say
tha
t
t
he
pa
rt
i
c
ipa
n
t
s
r
e
act
w
i
t
h
a
n
i
n
di
ffe
re
nt
a
nd
op
p
one
n
t
a
tti
t
ude
a
ga
i
n
st
u
n
f
a
i
r
prac
tic
es
a
nd
m
ost
l
y
cr
itic
ise
.
M
o
r
e
o
v
e
r
,
i
t
c
a
n
b
e
s
a
i
d
t
h
a
t
s
o
m
e
o
f
t
h
e
part
ici
p
a
n
t
s
i
g
nore
the
s
e
un
fa
ir
p
ra
ct
ices
t
h
a
n
k
s
to
t
he
i
r
o
cc
u
p
a
ti
on
a
l
c
ommi
t
m
en
t
a
nd
fo
r
t
h
e
sak
e
o
f
th
e
i
r
s
t
u
d
e
n
t
s
.
K
e
e
p
i
n
g
s
c
h
o
o
l
m
a
n
a
g
e
r
s
a
t
a
d
i
s
t
a
n
c
e
(
f
=
1
2
)
,
s
t
a
y
i
n
g
s
i
l
e
n
t
d
u
ri
ng
m
e
e
t
i
ngs
(
f=10)
,
avo
i
di
ng
to
com
m
unic
a
t
e
w
i
t
h
m
a
n
a
g
em
ent
(f
=
1
0)
a
re
l
e
a
d
i
n
g
op
ini
ons.
A
l
so,
c
r
i
tic
ism
an
d
t
h
e
a
c
ts
w
h
i
c
h
w
i
l
l
r
u
i
n
sch
o
o
l
ar
e
a
lso
pop
u
l
a
r
.
Q
uot
ati
ons
f
or
t
his t
h
em
e
ar
e:
“
T
he an
ge
r
c
h
an
ges m
y
be
ha
v
i
o
u
rs
a
n
d
m
a
k
e
s m
e
nerv
o
u
s.
I
usu
a
l
l
y
m
a
k
e
t
r
o
u
b
l
e
w
ith
the re
sp
o
n
si
b
i
l
i
t
i
es
g
i
ven
t
o
m
e
an
d ta
lk a
b
o
u
t
the
s
e
unf
a
i
r
pr
ac
tice
s
as
m
u
ch
as p
o
ssi
ble
(K17).”
“
I
do n
o
t
com
m
un
ica
t
e
wit
h
th
e te
ac
hers
an
d
hea
d
te
ac
her
un
less I
hav
e
to.
I try
to
cha
n
g
e t
h
e
thi
ngs
wi
th
t
h
e
o
n
es
wh
o
are c
l
ose
t
o
m
e
. B
u
t
if
we
f
a
il,
the
n
I e
ithe
r
w
a
it
t
o
cha
n
g
e
m
y
i
n
st
it
uti
o
n or pr
ay
fo
r the
h
e
a
d
te
ac
he
r’s go
in
g (K
1).
4.
RESULT
S
A
N
D
DISCU
SSIO
N
A
deta
iled
l
ite
rature
s
c
a
n
nin
g
w
as
d
o
n
e
in
o
rde
r
t
o
re
ach
f
irst
-h
an
d
re
sea
r
ch
s
tu
di
e
s
d
eal
in
g
wit
h
t
he
rela
tio
ns
hip
be
tw
ee
n
orga
n
i
z
a
tio
na
l
j
u
s
tice
and
c
y
nic
i
sm
a
t
sc
h
o
o
l
s
i
n
T
urke
y
b
y
m
ean
s
of
t
he
q
u
a
n
titat
i
v
e
st
e
p
o
f
t
h
is
s
t
u
dy.
E
ig
h
t
o
f
t
h
e
st
ud
i
e
s
w
e
r
e
f
o
u
nd
t
o
b
e
pr
ope
r
acc
ord
i
ng
to
t
he
i
nc
l
u
s
i
on
cri
t
er
i
a
a
n
d
t
h
u
s
take
n
int
o
t
he
a
nal
y
s
i
s
proce
ss.
T
hen,
i
t
w
a
s
te
ste
d
w
he
th
er
t
h
ere
we
re
a
n
y
pu
bl
i
c
a
t
i
o
n
bi
as
o
r
not
,
a
n
d
th
e
r
e
s
u
l
t
s
r
e
v
e
a
l
e
d
n
o
n
e
.
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
a
n
d
s
a
m
p
l
e
s
i
z
e
w
e
r
e
b
o
t
h
c
onsi
d
er
ed
i
n
c
a
lcu
l
a
t
in
g
effe
ct
s
iz
e
in term
s
of the
random
eff
ects
m
odel.
Th
e
resul
t
s o
f
t
h
e
met
a
-
an
a
l
y
s
i
s
on 8 r
e
sea
r
ch stud
i
es
d
eal
i
ng
w
i
t
h
t
he relati
o
ns
hip be
tw
ee
n tea
c
h
er
s'
orga
niza
t
i
o
n
a
l
j
u
s
t
i
c
e
p
er
cept
i
ons
a
n
d
e
x
p
er
ie
nci
n
g
org
a
n
i
z
a
t
i
o
nal
c
ynic
i
s
m
r
eve
a
led
t
h
a
t
t
here
i
s
a
neg
a
ti
v
e
yet
s
t
ro
ng
e
f
fe
ct
o
f
orga
n
i
za
tio
na
l
j
u
s
t
ic
e
p
e
rc
ept
i
o
n
o
n
e
xper
ie
nc
i
ng
c
y
nic
i
sm.
Thi
s
r
e
s
u
l
t
is
a
ls
o
s
i
milar
t
o
the
one
g
o
t
b
y
D
a
ğya
r
a
nd
K
a
salak
[
6
1].
Th
us
i
t
ca
n
be
s
ta
te
d
t
hat
te
a
c
her
s
w
h
o
a
r
e
e
x
p
o
sed
to
h
i
ghl
y
un
fa
irly
p
rac
t
i
c
e
s
a
t
t
h
e
i
r
sc
ho
ols
are
m
o
s
t
l
i
k
e
l
y
to
h
ave
org
a
n
i
z
at
i
ona
l
cy
nic
i
sm
.
Th
e
t
e
s
t
s
for
moderator
varia
b
l
e
s re
vea
l
ed
t
h
a
t t
h
e
p
u
bl
ica
tio
n t
ype
h
as n
o
me
anin
gfu
l
effec
t
on t
h
i
s
re
l
a
tio
ns
hi
p
.
Al
so
,
th
e
re
sult
s
f
r
o
m
q
u
a
l
i
t
a
t
i
v
e
st
ep
s
uppo
rt
t
h
e
s
e
fro
m
q
u
a
n
tita
t
i
ve
o
nes
l
i
ke
w
he
n
tea
c
he
rs
a
re
f
a
c
e
d
w
it
h
un
fa
i
r
c
ond
iti
on
s
t
h
e
y
a
re
l
i
k
ely
t
o
d
e
v
elo
p
c
yn
i
c
s
b
e
lief
s
,
ha
ve
n
ega
t
ive
ide
a
s
a
n
d
tr
y
to
h
arm
the
i
r
orga
ni
za
tio
ns
a
s
w
e
l
l
.
Cyn
i
c
i
sm,
i
n
l
it
e
r
a
t
ure
,
i
s
ta
ke
n
a
s
a
n
a
tti
t
ude
w
i
t
h
t
h
ree
se
para
t
e
d
im
ens
i
o
n
s;
cog
n
i
t
i
ve
,
em
oti
ona
l
a
nd
b
e
hav
i
oura
l
.
S
o
t
he
q
ua
li
ta
ti
ve
d
a
t
a
w
ere
anal
yse
d
i
n
term
s
of
t
he
se
t
hr
e
e
dime
n
s
i
o
ns.
T
h
e firs
t
t
h
em
e
dea
l
s
w
i
th t
h
e
b
e
lie
fs
t
hat
t
h
e
tea
ch
ers
h
a
v
e
d
ev
elo
p
e
d
ag
ain
s
t
u
n
f
a
i
r
p
rac
t
i
c
e
s
.
It
w
a
s
fo
u
n
d
th
a
t
t
e
ache
r
s
ge
ne
ral
l
y
de
ve
l
o
p
ne
ga
t
i
ve
b
e
lie
fs
a
ga
i
nst
t
h
e
sch
ool
,
it
s
man
a
g
e
rs
a
nd
t
h
e
i
r
c
o
ll
e
a
g
u
es
i
n
ca
se
o
f
f
a
cin
g
u
n
f
ai
r
p
r
ac
ti
ce
s.
T
e
a
c
h
e
r
s
wh
o
t
h
i
n
k
t
hat
t
h
ey
a
r
e
t
ea
c
h
i
n
g
un
d
e
r
un
hea
l
thy
con
d
i
t
i
on
s
be
l
i
eve
t
h
at
t
h
e
s
c
hoo
l
w
i
l
l
f
a
il,
m
a
n
age
r
s
do
n
o
t
d
eser
ve
t
hes
e
d
u
t
ie
s
an
d
t
h
eir
att
e
mp
ts
w
i
ll
be
ru
in
e
d
.
Ac
c
o
rd
i
n
g
to
K
a
l
ağ
a
n
&
G
ü
zell
e
r
[
6
2
]
t
ea
ch
ers
su
ff
e
r
i
n
g
c
ynic
i
s
m
a
t
the
i
r
sch
o
o
l
s
w
i
l
l
no
t
de
ve
lo
ps
sug
g
es
tio
ns
t
o
im
pro
v
e
the
i
r
s
c
ho
o
l
s
n
o
r
a
r
e
the
y
h
op
e
for
t
h
e
fu
t
u
re
o
f
t
h
e
sch
o
o
l
at
a
ll.
T
hese
t
ea
cher
s
a
l
s
o
bel
i
e
v
e
t
h
a
t
t
h
e
ir
c
ol
lea
gue
s
w
i
l
l
n
ot
m
a
k
e
a
ny
eff
o
rts
to
i
m
p
r
ove
t
he
s
c
h
o
o
l
a
n
d
t
hus
h
a
v
e
ne
ga
t
i
ve
b
el
ie
fs
a
b
out
t
h
e
s
ch
oo
l
.
U
n
f
ai
r
p
r
a
c
t
i
ces
a
re
a
c
c
e
pt
ed
a
s
a
p
r
i
m
a
r
y
so
urc
e
o
f
cy
nic
i
sm
b
y
ma
n
y
r
esea
rche
rs
[
63,
3
4,
27].
So
i
t
can
b
e
s
t
a
t
ed
t
ha
t
t
h
e
re
su
lts
g
a
i
n
e
d
from
the
u
n
f
ai
r
pr
actices’
reflections
o
n
c
y
ni
ci
sm’s
c
ogn
i
t
i
v
e
dime
n
s
i
o
n sup
por
t the
o
v
er
al
l
view
s in l
i
t
era
t
ur
e.
B
o
t
h
e
mot
i
ona
l
an
d
be
l
i
e
f
s
i
d
e
s
o
f
pe
rce
p
t
i
o
n
s
sup
por
t
ea
ch
o
th
er
[
4
2
].
C
ons
eq
ue
ntl
y
,
tea
c
her
s
w
h
o
have
n
e
g
a
tive
feel
i
ngs
a
ga
ins
t
s
c
h
o
o
l
a
nd
c
ol
lea
gue
s
a
l
so
h
ave
ne
ga
t
i
ve
e
m
o
ti
ons
a
ga
ins
t
u
n
f
air
prac
t
i
c
e
s
.
A
nger
,
s
orr
o
w
,
h
a
t
red,
a
l
i
en
at
io
n,
l
o
ss
o
f
m
ot
i
v
at
i
on
a
n
d
ho
pe
l
essn
ess
are
t
h
e
to
p
l
eadi
n
g
e
m
ot
ion
s
a
g
a
in
st
un
fa
ir
p
ra
ctice
s
.
U
n
fair
p
ra
ctice
s
o
r
the
p
e
r
cept
i
o
n
o
f
inj
u
s
t
i
c
e
d
om
ina
t
i
ng
peo
p
l
e
w
ill
e
as
ily
s
urrou
n
d
orga
niza
t
i
o
n
w
it
h
t
o
xi
c
s
[
2
7
].
T
o
S
a
bunc
uo
ğ
l
u
&
Tüz
[4],
c
yn
ic
i
sm
i
nc
lude
s
st
r
o
ng
em
oti
ona
l
re
ac
t
i
o
n
s.
These
em
oti
o
ns
c
o
n
s
i
st
o
f
nega
tive
fee
l
i
ngs
i
nc
l
u
di
ng
a
nger
,
d
e
sp
is
ing,
h
atre
d
an
d
sha
m
e
aga
i
ns
t
th
e
orga
niza
t
i
o
n
.
Th
us
i
t
can
b
e
co
nc
lu
de
d
tha
t
s
uch
ne
ga
t
i
v
e
f
ee
l
i
ng
s
o
f
t
ea
ch
ers
wil
l
h
a
v
e
re
fl
ec
tio
n
s
o
n
bo
t
h
them
se
lves a
nd
t
he sc
hoo
l
en
v
i
ro
nme
n
t
.
On
e
o
f
t
h
e
m
ost
i
m
po
rt
an
t
c
o
mp
on
en
ts
o
f
c
y
ni
ci
sm
i
s
b
e
h
a
vio
u
r
al
r
ea
ct
ions.
The
be
l
i
e
f
s
tha
t
t
he
orga
niza
t
i
o
n
i
s
lac
k
o
f
just
ice
an
d
ne
ga
tive
em
otio
ns
c
a
n
b
e
se
e
n
i
n
teac
hers'
be
ha
vio
u
r
s.
I
t
w
a
s
fou
n
d
t
h
a
t
teac
hers
g
en
e
r
all
y
c
ri
t
i
cize
t
he
se
u
n
f
air
pra
c
tic
es,
st
a
y
i
nd
i
f
fere
nt
o
r
a
c
t
aga
i
ns
t.
W
h
ile
t
her
e
a
r
e
t
eac
hers
try
i
ng
t
o
h
a
r
m
the
i
r
env
i
ron
m
e
n
t
a
s
a
r
e
s
ult
of
t
h
i
s
u
n
fa
ir
n
e
ss
,
t
h
e
r
e
are
a
l
so
t
h
o
se
w
ho
w
o
u
l
d
i
g
no
re
a
ny
suc
h
p
r
act
ice
s
w
it
h
t
h
an
ks
t
o
the
i
r
lo
ves
fo
r
the
stu
d
e
n
t
s
a
nd
woul
d
do
t
h
e
i
r
b
e
s
t
fo
r
th
e
sa
k
e
o
f
s
t
ud
e
n
t
s
’
w
e
ll-be
i
ng.
I
n
F
o
rdyce
’
s
[
6
4]
phe
n
o
me
n
o
l
o
g
i
ca
l
st
u
dy,
i
t
w
a
s
al
s
o
f
o
u
nd
t
h
at
c
y
n
ic
ism
oc
c
u
rs
w
i
t
h
crit
iciz
i
ng,
r
egr
e
ssi
o
n
a
n
d
pa
r
tic
i
p
an
ts st
a
te
d
tha
t
c
y
n
i
c
i
sm w
ou
ld
b
o
t
h
af
fec
t
t
hem
an
d
t
h
e
scho
ol.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
:
1
89- 2
00
19
8
O
r
ganiza
t
i
o
n
a
l
c
yn
ic
ism
em
erge
s
a
s
a
r
e
acti
o
n
a
g
a
i
n
s
t
per
s
o
n
a
l
e
x
p
e
rience
s
w
h
ic
h
re
sul
t
i
n
perso
n
a
l
or
s
oc
ia
l
pr
act
ice
s
w
i
t
h
e
n
v
i
r
onme
n
t
a
l
e
f
fe
cts
[6
5]
).
B
ot
h
q
u
a
l
i
t
a
tive
a
nd
q
u
an
t
i
tat
i
v
e
f
i
n
di
ngs
s
ho
w
th
a
t
un
fa
ir
p
r
act
ice
s
a
t
sc
ho
ol
a
r
e
l
ead
i
ng
de
ter
m
inan
t
of
c
yn
i
c
a
t
t
i
t
ude
a
nd
beha
v
i
o
u
rs.
A
t
ti
t
ude
s,
a
s
the
y
a
r
e
un
der
t
h
e
effe
c
t
o
f
pr
ev
i
ous
e
xper
i
enc
e
s,
a
re
l
i
k
e
l
y
t
o
b
e
c
h
an
ge
d
or
w
eake
n
e
d
by
m
e
a
n
s
o
f
cer
t
a
i
n
r
efor
ms
and
cha
n
ge
s
[66].
S
o
t
ha
t
he
ad
t
e
ach
e
r
s
a
r
e
ex
pec
t
e
d
t
o
de
cre
a
s
e
t
h
e
ri
sk
o
f
cy
ni
ci
sm
b
y
co
nsi
d
ering
t
h
ei
r
ma
nage
ria
l
p
r
actic
e
s
a
nd
ta
ki
n
g
i
m
p
rov
i
n
g
p
re
caut
i
o
ns.
Th
u
s
,
t
h
ey
a
r
e
a
lso
e
x
pec
t
ed
t
o
be
s
ens
i
tive
t
o
in
div
i
dua
l
n
e
e
d
s
a
nd
pr
ob
le
m
s
o
f
tea
c
her
s
.
The
re
sults
o
f
this
stu
d
y
wil
l
h
e
lp
h
ead
t
ea
ch
e
r
s
t
o
r
e
c
og
ni
ze
c
y
ni
c
at
ti
t
u
d
e
s
a
n
d
beh
a
vi
ours
wh
i
c
h
th
re
ad
b
o
t
h
i
ndi
vidu
a
l
s
an
d
th
e
sch
ool
i
t
s
el
f.
T
ea
ch
e
r
s’
c
y
n
i
c
ism
h
a
s
bee
n
e
xpl
ore
d
w
i
t
h
ma
ny
s
i
d
e
s
(cogn
i
t
i
v
e
,
em
otio
na
l
a
nd
b
e
ha
v
i
o
ur
a
l
)
acc
ord
i
n
g
t
o
t
eac
hers'
vi
e
w
s.
S
om
e
of
the
part
ic
i
p
an
t
s
s
ta
te
d
t
h
a
t
t
h
e
y
w
o
u
l
d
d
o
t
h
e
ir
b
es
t
i
n
o
rde
r
t
o
r
e
ach
o
rga
n
iz
a
t
i
o
na
l
goa
l
s
t
ha
n
k
s
t
o
t
he
ir
l
o
v
e
f
o
r
stu
d
e
nt
s
an
d
t
h
e
p
r
o
f
e
s
si
on
.
Th
is
p
oi
nt
s
ou
t
t
h
e
re
l
a
t
i
on
sh
i
p
b
e
t
we
e
n
o
rg
an
i
z
ation
a
l
co
mmi
t
m
e
n
t
and
cyn
i
c
i
sm.
S
o
that
it c
a
n
be be
n
efic
ia
l
to
c
om
pare
tea
che
r
s
'
c
yn
ic
ism
and
organ
i
za
tio
na
l c
o
mm
itme
n
t
.
5.
CONCL
U
S
ION
Th
is
s
tud
y
i
s
t
o
s
yn
t
h
es
is
e
t
h
e
rela
tio
n
s
h
i
p
be
tw
e
e
n
orga
n
i
za
ti
ona
l
ju
stice
p
e
rc
ept
i
on
a
n
d
orga
niza
t
i
o
n
a
l
c
ynic
i
sm
a
c
c
or
di
n
g
t
o
c
u
rrent
l
it
e
r
at
ure
an
d
to
re
vea
l
w
ha
t
sor
t
o
f
c
y
nic
i
sm
o
cc
urs
as
a
r
esult
of
t
hese
u
n
f
air
pr
actice
s
acc
ord
i
n
g
t
o
te
ac
he
rs’
view
s.
T
he
r
es
ul
t
s
r
eve
a
l
e
d
t
ha
t
teac
h
e
rs'
per
cep
t
i
o
n
s
f
or
orga
niza
t
i
o
n
j
u
s
tice
ha
ve
a
s
tr
on
g
bu
t
ne
ga
t
i
ve
e
ffe
c
t
o
n
t
h
e
ir
l
i
k
e
l
ih
ood
t
o
e
x
p
er
i
e
nce
c
ynic
i
sm
w
hile
it
w
a
s
als
o
f
o
u
n
d
t
h
a
t
p
u
b
l
i
c
at
i
on
type
i
s
no
t
a
p
r
oper
mo
de
rat
o
r
o
n
e
ffe
ct
s
i
ze.
O
n
t
h
e
o
t
h
e
r
han
d
,
wi
thi
n
t
he
qua
l
i
t
a
ti
ve
a
na
ly
sis,
i
t
w
a
s
f
oun
d
tha
t
t
e
a
c
he
rs
d
e
v
e
l
o
p
ne
gat
i
ve
b
el
i
e
fs
a
gai
n
s
t
s
c
h
o
o
l
,
m
a
nage
r
s
a
n
d
teac
hers
;
e
x
p
e
rience
f
e
e
l
i
n
gs
s
uc
h
a
s
a
n
g
er
,
di
st
r
u
st
,
sa
dne
ss,
h
at
red
and
a
l
i
e
n
a
ti
on
a
nd
t
hu
s
c
r
i
t
i
c
i
z
e
schoo
l
and
ma
nager
s
,
be
ha
ve
r
ec
kl
e
s
sl
y a
nd o
p
p
o
n
e
n
t a
s
a
r
esult o
f
unf
ai
r p
r
ac
t
i
ces.
REFE
RENCES
[1]
C.
U
n
t
erhitzenb
e
rger,
&
D.
J
.
Br
yd
e,
"
Org
a
nizat
io
nal
justice,
p
roject
p
erf
o
rm
an
ce,
a
n
d
t
he
m
e
d
iatin
g
e
ff
ect
s
o
f
k
ey
su
ccess
f
actors,"
Pr
o
j
ect M
ana
ge
m
e
nt
Jou
r
nal
, v
o
l
.
5
0
, p
p.
1-1
4
, 2
01
8.
[2]
J.
A
.
Co
l
q
u
itt
,
&
J.
G
reen
berg
,
"Organi
zational
just
i
ce:
A
f
a
i
r
a
ssessment
of
t
he
s
tate
o
f
the
l
i
t
e
ratur
e
,
"
I
n
J.
G
r
e
e
n
b
e
r
g
(
E
d
.)
,
Or
ga
n
i
za
tio
na
l
b
e
ha
vio
r
:
T
h
e state of
th
e
sci
e
nce
, pp
.
16
5–
20
1
.
M
a
h
wa
h
, NJ: Er
l
b
a
um
, 2
00
3.
[3]
G.
B
udak
,
E
.
T
o
l
a
y,
O
.
B
.
Sezg
i
n
,
S
.
Ç
.
Ar
p
acı
,
&
S
.
G
.
A
k
su
"
Ör
gü
ts
e
l
a
d
a
le
t
,
"
Nobel
Aka
d
emi
Yay
ı
ncl
ı
k
,
An
kara,
2
01
8.
[4]
Z.
S
a
b
u
n
c
u
oğ
lu
,
&
M
.
V
. Tüz
,
"
Ö
rg
ütse
l da
v
r
a
n
ı
ş
,
"
Aktüe
l
Yay
ı
nla
r
i
, Bu
r
sa 2
01
3
.
[5]
E.
Ü
nler, & H
. G
ürel
, "Örgü
t
s
e
l ad
alet
peşin
de,"
Bet
a
Y
a
y
ı
nla
r
ı
,
İst
a
nb
ul,
20
15.
[6]
R.
C
ro
pan
zano,
D
.
E
.
B
o
w
en
,
&
S
.
W
.
Gillilan
d
,
"
T
he
m
an
agem
en
t
of
o
rg
an
izati
o
n
a
l
ju
stice,"
Ac
a
d
e
m
y
of
M
a
nag
emen
t P
e
rs
pecti
ves
,
vo
l.
21
pp.
3
4
-
48,
2
0
0
7
.
[7]
T.
A
.
Ju
dge,
&
J
.
A
.
Co
lquit
t
,
"Org
ani
zatio
nal
jus
t
i
ce
a
n
d
s
t
re
ss
:
t
h
e
m
e
di
a
ting
ro
le
o
f
wo
rk-f
amil
y
co
nf
li
ct,
"
Jou
r
n
a
l o
f
Ap
p
l
ied Psych
ol
og
y
, v
ol. 8
9,
p
p.
39
5
-4
04
, 20
0
4
.
[8]
E.
Ö
zkal
p, & Ç. K
ırel,
"Örgü
t
s
e
l d
a
vran
ış,
"
Ek
i
n
B
a
s
ı
n Ya
y
ı
n Da
ğ
ı
t
ı
m
,
B
u
r
sa,
2
016.
[9]
J.
G
reen
berg,
"O
rgan
izati
o
n
a
l
jus
t
i
ce:
Y
es
t
e
rd
ay,
to
day
,
a
nd
t
o
m
o
rrow,"
Jo
urnal
of
M
a
n
age
m
e
nt
,
vo
l.
1
6,
pp
.
3
99-4
3
2
,
1
9
9
0.
[10]
J.
G
reenb
e
rg,
"
A
t
ax
on
o
m
y
o
f
o
rgani
zati
o
n
a
l
j
u
stice
theo
rie
s
,"
Ac
ad
e
m
y
o
f
Ma
na
ge
me
nt
Re
v
i
e
w
,
vo
l.
1
2,
p
p
. 9-2
2
, 1
98
7.
[11]
M.
A
.
Ko
no
vs
ky
,
"
U
nd
e
r
sta
n
ding
p
ro
c
e
d
ura
l
j
u
s
tic
e
a
n
d
it
s
imp
a
c
t
on
busi
n
ess
org
a
nizatio
ns
,
"
Jour
na
l of
M
a
nag
emen
t
,
v
o
l
.
26
, p
p.
4
89
-51
1
, 2
00
0.
[12]
R.
J
.
Bi
es
,
&
J.
S
.
M
o
ag,
"Intera
c
t
i
o
n
al
c
o
mmu
nicati
on
cri
t
eria
o
f
f
a
i
r
nes
s
."
Resea
r
ch
in o
r
g
ani
zati
on
al b
e
ha
v
i
or
,
vo
l.
9
,
p
p
.
2
8
9
-319,
1
9
8
9
.
[13]
P
. Bl
a
u
,
"P
o
w
e
r and
exch
ang
e
in
so
cial
lif
e,"
J Wiley
&
S
ons
,
New
Yor
k
,
1
964
.
[14]
R
.
C
r
o
p
a
n
z
a
n
o
,
C
.
A
.
P
r
e
h
a
r
,
&
P
.
Y
.
C
h
e
n
,
"
U
s
i
n
g
s
o
c
i
a
l
e
x
c
h
a
n
g
e
t
h
e
ory
to
d
istin
guis
h
p
roced
ural
f
ro
m
interacti
o
na
l
j
u
st
i
ce,"
Gro
up
&
Orga
ni
zati
on
M
a
n
ag
emen
t
, vo
l
.
27
,
p
p
. 3
24
–3
51
,
2
0
0
2
.
[15]
M
.
E
rd
oğd
u,
"
Effect
o
f
org
a
ni
z
a
tio
nal
justi
ce
beh
a
vio
r
s
o
n
o
rg
a
ni
z
a
t
i
o
n
al
s
il
en
ce
and
cyn
i
cis
m
:
a
rese
arch
o
n
acad
em
ics
f
r
om
s
cho
o
l
s
o
f
ph
ys
ical
e
d
u
cati
o
n
an
d
sp
ort
s
,"
Un
iv
e
r
sa
l J
o
u
r
n
a
l
o
f
Ed
uc
at
io
na
l
Re
se
arc
h
,
vo
l.
6
,
p
p
.7
33
-74
1
, 2
01
8.
[16]
P
.
A
ddai
a
,
E.
K
yerem
e
h,
W
.
Abd
u
l
a
i,
&
J
.
O
.
Sarf
o
,
"
Organ
i
zation
al
j
usti
ce
and
j
ob
satis
f
actio
n
as
p
red
i
ct
ors
o
f
tu
rno
v
er
i
nten
ti
o
n
s
am
on
g
teachers
in
t
h
e
O
ff
i
n
so
S
ou
th
D
i
s
t
r
ic
t
of
G
han
a
,
"
Europ
e
an
Jou
r
na
l of Co
n
t
emp
o
ra
ry
Educat
ion
, v
ol
. 7
, pp
. 2
35
–
2
4
3
,
2
0
1
8
.
[17]
B.
B
ulu
c
,
&
M
.
G
u
n
es,
"Relation
s
h
i
p
be
t
w
een
o
rg
anizat
io
nal
ju
st
ice
an
d
organ
i
zat
ion
a
l
comm
it
m
e
n
t
i
n
pri
m
ary
sc
ho
ols,
"
Th
e Anth
ro
polog
is
t
,
v
o
l
. 18
, p
p.
14
5
-
15
2, 20
1
4
.
[18]
Y.
A
km
an,
"The
i
nv
est
i
gatio
n
of
t
h
e
r
e
l
ati
onsh
i
ps
b
etw
een
o
rg
an
i
s
ati
o
n
a
l
ju
stice,
w
o
r
k
m
o
tivatio
n
and
teach
e
r
p
e
rform
a
nc
e
,
"
Cuku
rova
Un
iver
si
ty
F
a
culty of Educat
io
n Jo
ur
na
l
,
vo
l. 47
, pp
.
1
64
–1
8
7
, 20
1
8
.
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