Perceived Fairness of Teacher Selection Process in Turkey

This paper uniquely applies organisational justice theory to the teacher selection process and analyses the interview method in a centralised, heavily competitive context, with a non-autonomous selection process. Regression analysis indicated that the variables procedural justice, interactional justice, public personnel selection examination score, interview score, being hired, gender, and branch have a significant relationship with distributive justice perceptions. Furthermore, the teacher selection interview method was perceived as unjust and unfair; it is subjective to influential contacts and favouritism, ignores candidates’ labour and efforts by simply disqualifying most, and has poor reliability and validity structure.