Principals’ Organizational Justice as Correlate of Teachers’ Commitment in Public Secondary Schools in Anambra State

Abstract

This study determined the relationship between principals’ organizational justice and teachers’ commitment in public secondary schools in Anambra state. The study adopted a correlational research design. Three research question guided the study and three null hypothesis were tested at 0.05 level of significance. The population for the study was 7027 teachers in the 266 public secondary schools in the State. The sample was 1405 teachers drawn using multi-stage sampling procedure which included proportionate stratified and simple random sampling techniques. Two structured questionnaires developed by the researchers titled: “Organizational Justice Questionnaire” (OJQ) and Teachers’ Commitment Scale (TCS) were used for data collection. The instrument for the study was validated by three experts. Cronbach’s Alpha method was used to determine the internal consistency of the items in the instruments and this yielded co-efficient values of 0.75 and 0.72 for OJQ and TCS respectively. The researchers with the aid of 12 research assistants administered a total of 1405 copies of the questionnaires on the respondents. At the end of the exercise, 1324 copies representing 94% were successfully completed, retrieved and used for data analysis. Data collected were analyzed using Pearson Product Moment Correlation. The result of the finding indicated that there is a very high positive relationship between principals’ distributive justice and teachers’ commitment in public secondary schools in Anambra State. There is a medium positive relationship between principals’ procedural justice, interactional justice and teachers’ commitment in public secondary schools in Anambra State. Based on the findings, it was recommended among others that principals should always imbibe the behaviour of being fair in the procedures or processes used in arriving at and administering decisions. This will help in motivating teachers’ performance and commitment in achieving the goals of the school.