Procedural Justice Rules in Teachers’ Moral Dilemmas at Work

Detalhes bibliográficos
Autor(a) principal: Santos, Ana Vargas
Data de Publicação: 2011
Outros Autores: Valentim, Joaquim Pires
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.14195/1647-8606_55_16
Resumo: 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.
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spelling Procedural Justice Rules in Teachers’ Moral Dilemmas at WorkDilemas moraisregras de justiça procedimentalética docenteMoral dilemmasprocedural justice rulesteachers’ professional ethicsThe 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.O presente estudo pretende contribuir para a compreensão da moralidade em contextos profissionais, ao investigar a sua relação com as percepções de justiça. 69 professores do ensino básico e secundário preencheram um questionário contendo perguntas abertas. A análise de conteúdo mostrou que a maioria dos participantes (75%) mencionou espontaneamente regras de justiça procedimental (Leventhal, 1980), sendo a regra de ética a mais frequentemente referida. Os dilemas mais referidos envolviam a reacção a transgressões (Wark & Krebs, 1996). Estes resultados são discutidos considerando a necessidade de organizações socialmente responsáveis e orientadas por princípios éticos reconhecerem as experiências morais e as percepções de justiça dos seus trabalhadores.Imprensa da Universidade de Coimbra2011-07-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.14195/1647-8606_55_16https://doi.org/10.14195/1647-8606_55_16Psychologica; No. 55 (2011); p. 315-331Psychologica; N.º 55 (2011); p. 315-3311647-86060871-465710.14195/1647-8606_55reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://impactum-journals.uc.pt/psychologica/article/view/1647-8606_55_16https://impactum-journals.uc.pt/psychologica/article/view/1647-8606_55_16/581Santos, Ana VargasValentim, Joaquim Piresinfo:eu-repo/semantics/openAccess2023-05-31T13:59:25Zoai:impactum-journals.uc.pt:article/1133Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:57:28.982752Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
title Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
spellingShingle Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
Santos, Ana Vargas
Dilemas morais
regras de justiça procedimental
ética docente
Moral dilemmas
procedural justice rules
teachers’ professional ethics
title_short Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
title_full Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
title_fullStr Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
title_full_unstemmed Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
title_sort Procedural Justice Rules in Teachers’ Moral Dilemmas at Work
author Santos, Ana Vargas
author_facet Santos, Ana Vargas
Valentim, Joaquim Pires
author_role author
author2 Valentim, Joaquim Pires
author2_role author
dc.contributor.author.fl_str_mv Santos, Ana Vargas
Valentim, Joaquim Pires
dc.subject.por.fl_str_mv Dilemas morais
regras de justiça procedimental
ética docente
Moral dilemmas
procedural justice rules
teachers’ professional ethics
topic Dilemas morais
regras de justiça procedimental
ética docente
Moral dilemmas
procedural justice rules
teachers’ professional ethics
description 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.
publishDate 2011
dc.date.none.fl_str_mv 2011-07-01
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.14195/1647-8606_55_16
https://doi.org/10.14195/1647-8606_55_16
url https://doi.org/10.14195/1647-8606_55_16
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://impactum-journals.uc.pt/psychologica/article/view/1647-8606_55_16
https://impactum-journals.uc.pt/psychologica/article/view/1647-8606_55_16/581
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Imprensa da Universidade de Coimbra
publisher.none.fl_str_mv Imprensa da Universidade de Coimbra
dc.source.none.fl_str_mv Psychologica; No. 55 (2011); p. 315-331
Psychologica; N.º 55 (2011); p. 315-331
1647-8606
0871-4657
10.14195/1647-8606_55
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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