Background. Employees with positive organizational justice perceptions tend to display positive behaviors, while those who have negative organizational justice perceptions might display negative behaviors such as lowering effort level and changing organizational trust level. Greenberg (1996) defines organizational justice as a term to explain employees&#8217; perceptions about intra-organizational justice and how these perceptions affect organizational outcomes such as commitment and satisfaction. Employees&#8217; justice perceptions about distribution of sources is called distributive justice, their justice perceptions about decision making during distribution of sources is called procedural justice, and interactions between employees at the same and different positions is called interactional justice. Previous studies concluded that there were generally significant correlations between organizational justice and other cultural characteristics. Decisions made by administrators inevitably affect employees in a positive or negative way. One of the important factors which could affect employees&#8217; organizational justice perceptions is the administration by values. The main assumption underlying the management by values is that human beings are entities that act by values rather than mind. This approach is not fully irrational. It accepts human beings could display rational or irrational behaviors (Çelik, 2000). When the literature is reviewed, it is seen that the number of studies on the relationship between individuals&#8217; value systems and organizational justice perceptions is low (Lipponen, Olkkonen & Myyry, 2004). Purpose. The purpose of this study is to determine the relationship between the management by values and teachers&#8217; organizational justice perceptions in secondary schools. Secondary school teachers&#8217; perceptions about management by values and organizational justice were examined by gender, branch, school type and work experience. Method. The research was a survey model study. The population of the study consisted of 663 teachers in secondary schools in Kütahya city centre in the 2009&#8211; 2010 academic year and the sample consisted of 258 teachers who were randomly chosen. Data was collected by &#8220;Management by Values Scale&#8221; (Yılmaz, 2006) and &#8220;Organizational Justice Scale&#8221; (Taşdan and Yılmaz, 2008). For data analysis, descriptive statistics, t-test, ANOVA and regression analysis were used. Findings and conclusions. The views of the secondary school teachers included in the study about the management by values were relatively high (n=258,$overline {X}$=3.69, SD=0.73). The participants&#8217; views about the management by values did not vary by gender [$t_{(256)}$=0.95; p>.05]. The participants&#8217; views about the management by values moderately varied according by branch [$t_{(256)}$=5.07; p<0.05; $eta^2$ =0.091]. The culture course teachers had more positive views (n=204, $overline {X}$ =3.81, SD=0.71) than the vocational course teachers (n=54, $overline {X}$ =3.26, SD=0.64). The participants&#8217; views about the management by values moderately varied by school type [$F_{(2&#8211;257)}$=14.14; p>0.05; $eta^2$=0.091]. The difference here was between the vocational school teachers who had the most negative views (n=138, $overline {X}$ =3.48, SD=0.70) and the general high school teachers (n=41, $overline {X}$ =4.06, SD=0.60) and the Anatolian high school teachers (n=79, $overline {X}$ =3.86, SD=0.73). The participants&#8217; views about the management by values did not vary by seniority [$F_{(2&#8211;257)}$)=0.15; p>0.05]. The participants&#8217; views about organizational justice in secondary schools were high (n=258, $overline {X}$ =3.89, SD=0.81). The participants&#8217; views about organizational justice did not vary by gender [$t_{(256)}$=1.52; p>.05], but they varied by branch [$t_{(256)}$=3.38; p<.05; $eta^2$ =0.044]. The degree of influence of the difference between the views was small. The culture course teachers (n=204, $overline {X}$ =3.98, SD=0.78) had more positive views than the vocational course teachers (n=54, $overline {X}$ =3.56, SD=0.87). The participants&#8217; views about organizational justice moderately varied by school type [$F_{(2&#8211;257)}$))=12.78; p>0.05; $eta^2$ =0.091]. The difference here was between the vocational school teachers who had the most negative views (n=138, $overline {X}$ =3.66, SD=0.82) and the general high school teachers (n=41, $overline {X}$ =4.17, SD=0.75) and the Anatolian high school teachers (n=79, $overline {X}$ =4.14, SD=0.72). The participants&#8217; views about organizational justice did not vary by seniority [$F_{(2&#8211;257)}$)=2.39; p>0.05]. Management by values is a significant predictor of teachers&#8217; views about organizational justice [R=0.656, R2=0.43, F=193.007, p<.01]. There was a positive moderate significant correlation between the participants&#8217; views about organizational justice and the management by values[R=0.656; p<.01]. The views of the secondary school teachers included in the study about the management by values were relatively high. Despite conducted in different institutions or at different levels, the previous studies (Yılmaz, 2007; Karaköse and Altınkurt, 2009) had similar findings. The participants&#8217; views about the management by values did not vary by gender and seniority. The participants&#8217; views about the management by values varied by branch. The culture course teachers had more positive views than the vocational course teachers. The participants&#8217; views about the management by values varied by school type. The difference here was between the vocational high school teachers who had the most negative views compared to the general high school teachers and the Anat