Procedural Justice Rules in Teachers’ Moral Dilemmas at Work

Authors

  • Ana Vargas Santos Universidade de Coimbra
  • Joaquim Pires Valentim Universidade de Coimbra

DOI:

https://doi.org/10.14195/1647-8606_55_16

Keywords:

Moral dilemmas, procedural justice rules, teachers’ professional ethics

Abstract

The present study intends to contribute to the comprehension of morality in professional contexts, by investigating its relationship with justice perceptions. Sixty-nine elementary, middle and high school teachers were given a questionnaire with open questions. Content analysis demonstrated that the majority of participants (75%) spontaneously mentioned procedural justice rules (Leventhal, 1980), ethicality being the most referred rule. The most referred dilemmas involved reacting to transgressions (Wark & Krebs, 1996). These results are discussed considering the need for socially responsible and ethically concerned organizations to recognize the moral experiences and justice conceptions of their workers.

Downloads

Download data is not yet available.

Downloads

Published

2011-07-01

How to Cite

Santos, A. V., & Valentim, J. P. (2011). Procedural Justice Rules in Teachers’ Moral Dilemmas at Work. Psychologica, (55), p. 315-331. https://doi.org/10.14195/1647-8606_55_16

Issue

No. 55 (2011)

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.