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Schools’ structural dimension is discussed in the literature through enabling versus hindering school structures, where enabling structures support a healthy climate and greater effectiveness. Teachers’ perceptions of organizational trust and justice are positioned as key drivers of a healthy climate and school effectiveness. This study tests how teachers’ perceptions of trust and justice predict their perceptions of enabling school structure using a structural equation model with 1187 teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-92-full-length-research-paper-the-predictive-powers-of-organizational-trust-and-justice-on-enabling-school-structure/591011/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-92-full-length-research-paper-the-predictive-powers-of-organizational-trust-and-justice-on-enabling-school-structure/591011.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study?","Question",{"text":112,"@type":113},"To examine the predictive power of teachers’ perceptions of organizational trust and organizational justice on their perceptions of the enabling school structure.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"The study used a structural equation model within a descriptive survey method, and included 1187 teachers working in primary, secondary, and high schools.",{"name":119,"@type":110,"acceptedAnswer":120},"Which variables or scales were used to collect data?",{"text":121,"@type":113},"Data were collected using the Enabling School Structure Scale (Form-ESS), Organizational Justice Scale, Organizational Trust Scale, and a Personal Information Form.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591011,1792167841,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 9(2), pp. 449-460, May 2021  \nDOI: 10. 30918/AERJ.92.21.044 ISSN: 2354-2160  \nFull Length Research Paper  \nThe predictive powers of organizational trust and justice on enabling school structure: A structural equation modelling approach  \nSoner Arik  \nSchool of Foreign Languages, Niğde Ömer Halisdemir University, Niğde, Turkey.  \nAccepted 19 April, 2021  \n\n| ABSTRACT\u003Cbr>Organizational structures are an important organizational variable affecting organizational behaviours and individuals' relationships with each other. The structural dimension of schools in terms of educational management is evaluated under two groups in the literature, namely, enabling and hindering school structures. Enabling school structures provide a healthy school climate and help schools be more effective. Individuals' perceptions of organizational trust and justice are also effective in ensuring a healthy school climate and school effectiveness. The aim of this study is to examine the predictive power of teachers'perceptions of organizational trust and justice on their perceptions of the enabling school structure. The structural equation model was used in the study, which is designed in the descriptive survey method. The study group is composed of 1187 teachers working at primary, secondary and high schools. Data were collected through Enabling School Structure Scale (Form-ESS), Organizational Justice Scale, Organizational Trust Scale and a Personal Information Form. The findings revealed that teachers'perceptions of organizational justice and organizational trust predict their perceptions about enabling school structure.\u003Cbr>Keywords: Enabling school structure, hindering school structure, organizational trust, organizational justice, educational management. |\n| --- |\n| E-mail: [arik_soner@hotmail.com. Tel: 0 530](arik_soner@hotmail.com. Tel: 0 530) 5442843, (90) 388 2252325. |\n\nINTRODUCTION  \nHuman beings need to attend organizations around common purposes. An organization is a structure with a unique culture formed by people with certain characteristics and it is in constant communication with its environment (Karahan, 2008) . The subsystems of an organization and the relationships among them are vital in understanding the true nature of organization (Tortop [et. al](et. al). , 2007) and ensuring the survival of the organization ( Plaza‐Úbeda et al. , 2020) . In this context, the purpose, structure and organizational climate comprise three basic dimensions of the organization, which emphasize the similarities between organization and human. Bruhn (2001) expresses these dimensions as body, mind and soul. The system approach requires structure, purpose and organizational climate to be compatible with eachother so that the organization functions healthily just asthe body, mind and spirit need to work in harmony for a  \nhealthy body (Ardıç and Polatçı, 2007) .  \nBureaucratic structures provide the systems needed to prevent irregularities and support effectiveness in organizations. As schools are bureaucratic structures in terms of policy, practice and hierarchy (Morales, 2016), their organizational characteristics are vital for increasing their effectiveness by eliminating negativities and irregularities, and improving student achievement (Wu et al. , 2013; Yılmaz and Beycioğlu, 2017), teacher motivation (Branganza, 2018) and teachers’ performance (Morales, 2016) . The structural dimension of school is evaluated under two groups as hindering and enabling organizational structures (Adler and Borys, 1996) . Apart from the organizational structure, several other factors are also significant for the effectiveness of schools with trust and justice being among the most effective ones essential for healthy relationships within the school and  \nachievement of educational goals (İşcan and Sayın, 2010) . However, the relationship between teachers'perceptions about organizational trust , organizational justice and organization","cbCaibHlxz3L4qk5","https://ap.wps.com/l/cbCaibHlxz3L4qk5","pdf",344936,12,"English","# Abstract\n# Introduction\n## Enabling and hindering school structures","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To examine the predictive power of teachers’ perceptions of organizational trust and organizational justice on their perceptions of the enabling school structure.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The study used a structural equation model within a descriptive survey method, and included 1187 teachers working in primary, secondary, and high schools.\"},{\"question\":\"Which variables or scales were used to collect data?\",\"answer\":\"Data were collected using the Enabling School Structure Scale (Form-ESS), Organizational Justice Scale, Organizational Trust Scale, and a Personal Information Form.\"}]","African Educational Research Journal - Vol. 9(2) - Full Length Research Paper: The predictive powers of organizational trust and justice on enabling school structure | PDF",1792070934]