<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Meltem Vurkun</style></author><author><style face="normal" font="default" size="100%">Sevda Katıtaş</style></author><author><style face="normal" font="default" size="100%">Mithat Korumaz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF TEACHERS’ PERCEPTIONS OF ORGANIZATIONAL JUSTICE ON ORGANIZATIONAL SILENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">correlational survey model</style></keyword><keyword><style  face="normal" font="default" size="100%">organizational justice</style></keyword><keyword><style  face="normal" font="default" size="100%">organizational silence</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714195</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study was conducted to determine the effect of teachers’ perceptions of organizational justice on organizational silence. A causal-comparative and correlational survey model was used in the research. The sample of the study consisted of 446 teachers working in İstanbul, selected through simple random sampling. The research data were collected using the “Organizational Justice Scale” and the “Organizational Silence Scale”. Descriptive statistics, along with independent sample t-tests, correlation, and regression analyses, were employed to examine the collected data. As a result of the study, it was determined that teachers held moderate perceptions regarding organizational justice as well as organizational silence. The study revealed that teachers’ perceptions of organizational justice differed according to gender and school type, while their perceptions of organizational silence differed according to subject branch. The findings indicated a significant negative correlation between organizational justice and organizational silence. Moreover, teachers’ perceptions of justice within their institutions were found to be significant predictors of how they perceived organizational silence. This study underscores the decisive role of organizational justice in shaping teachers’ silence behaviors. Implementing transparent, fair, and participatory practices in educational institutions can foster teachers’ sense of value and empowerment, thereby enhancing organizational effectiveness and the overall quality of education. Such practices reduce silence while fostering communication, collaboration, and innovation among teachers.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">901-924</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Blandina  Šramova</style></author><author><style face="normal" font="default" size="100%">Eva  Poliakova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIVERSION IN SEMANTIC SPACE OF FUTURE TEACHERS AND ASSISTANT TEACHERS FOR ROMA COMMUNITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multicultural education</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395387356.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The contribution is devoted to presenting multicultural education, which reflects influence of increasing diversity at schools. Competences of a teacher in given area are considered incredibly important, especially in attitude towards Roma ethnic. Negative attitudes, difficulties in bonding within social space under the influence of globalisation trend can unfavourably affect educational process of a pedagogue, as well as an assistant for Roma community. Therefore we focused our research study to findings of semantic space of identity forming notions, and also notions, which shows bonding of observed dimensions. Participants consisting of future teachers (N=215) and future assistant teachers for Roma community (N=164) expressed to notions, namely by choosing and assigning pictures by using the method the Test of semantic selection (Doležal). Final findings showed certain similarities as well as differences in semantic space, which was attributed to observed notions by future teachers and assistant teachers for Roma community. Particularly stereotypes represented by higher rate were shown with both observed groups. Higher rate of fear from the notion Roma was shown by future teachers on contrary to future assistants of Roma community. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">155-162</style></section></record></records></xml>