Procedural justice rules in teachers’ moral dilemmas at work

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.