Relationship between Principals’ Distributive Justice and Teachers’ Job Performance in Public Secondary Schools in Anambra State
Abstract
This study determined the relationship between principals’ distributive justice and teachers’ job performance in public secondary schools in Anambra state. The study adopted a correlational research design. One research question guided the study and one null hypothesis was tested at a 0.05 level of significance. The population for the study was 7027 teachers in the 266 public secondary schools in the State. The sample consisted of 1405 teachers from the six educational zones in the State. The sample was drawn using a multi-stage sampling procedure which included proportionate stratified and simple random sampling techniques. Two structured questionnaires developed by the researchers titled: “Distributive Justice Questionnaire” (DJQ) and Teachers’ Performance Questionnaire (TPQ) were validated by three experts and used for data collection. Cronbach’s Alpha method was used to determine the internal consistency of the items in the instruments and this yielded coefficient values of 0.75 and 0.72 for DJQ and TPQ respectively. The researcher with the aid of 12 research assistants administered a total of 1405 copies of the questionnaires to 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’ job performance in secondary schools in Anambra State. Based on the findings, it was recommended among others that Principals should at all times treat teachers with respect and sensitivity and explain the rationale for decisions to teachers thoroughly. By doing this, principals will dismiss any wrong perceptions teachers may have regarding their decisions and this will help create a positive climate that will induce improved teacher performance.
Downloads
References
Becerra, C.C. (2010). Ethical practice: a study of Chilean school leader. Journal of Educational Administration, 50 (4) 420-436.
Colquitt, J., Conlon, D., Wesson, M., Porter, C., and Ng, K. (2021). Justice at the Millennium: A Meta-analytic Review of 25 Years of Organizational Justice Research. Journal of Applied Psychology, 86, 425-445.
Colquitt, J.A, Colon, T, Wesson, D.T and Porter, L. (2011). Justice, trust and trustworthiness: a longitudinal analysis integrating three theoretical perspectives. Academy of Management Journal, 3(4), 188-206. Retrieved from http://www.press/brkp/cp/v42n/en-16.pdf.
Emenike, C.B., and Nwogbo, V.N. (2021). Teachers’ perception of organizational justice as a correlate of their job commitment in secondary schools in Anambra State. Unizik Journal of Educational Research and Policy Studies, 3(1), 89-100.
Ezeugbor, C.O. (2015), Influence of principals’ ethical leadership behaviours on teachers’ level of commitment in secondary schools in Anambra state, Nigeria. European Journal of Education Studies, 3(9), 513-526.
FRN (2014). National Policy on Education. (6th edition) Lagos: NERDC Press.
Mcshane, S. and Glinow, M.V. (2018). Organizational behaviour: Emerging knowledge, global reality (8th Ed.), America: Mcgraw-Hill Irwin.
Nojani, M.; Arjmandnia, A.; Afrooz, G. and Rajabi , M. (2012) The Study on Relationship Between Organizational Justice and Job Satisfaction in Teachers Working in General, Special and Gifted Education Systems, Procedia - Social and Behavioral Sciences, 46 , 2900-2905.
Obiekwe, K.K., Ogbo, R.N., and Igbokwe, I.C. (2020). Relationship between principals’ communicative and decisional ethical leadership behaviour and teachers’ job performance in public secondary schools in Anambra State. International Journal of Creative Research Thoughts, 8(6), 1748-1756.
Odunayo. A., Ayodeji. A., Omotolani. O. and Oyebanji. O. (2015). Influence of perceived organizational justice on teachers’ commitment in selected secondary schools in Lagos State, Nigeria. Journal of Scientific Research and Reports 4(7), 605-613.
Onyeidu (2015). The impact of organizational justice on employees’ job satisfaction and job commitment in south east, Nigeria. International Journal of Educational Research. 7, (3)38─49.
Othman, A. and Wanlabeh, N. (2012). Teachers’ perspectives on leadership practices and motivation in Islamic private schools, Southern Thailand, Asian Education and Development Studies, 1(3),.237-250.
Rouzbahani, M.A., Soleimanian, Z., Rezai, F.B and Hemati, A. (2013). The Relationship between Ethical Leadership with the Three Dimensions of Organizational Commitment (Affective, Continuous, Normative) and Confidence in Superintendent. Journal of Basic and Applied Scientific Research, 3, (6) 771-776.
Uzoho, I. (2021). Teachers’ perception of principals’ adversity quotient as correlate of their job performance in secondary schools in Anambra State. Unpublished Masters’ Thesis, Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka.
Vogel, L., R, (2012). Leading with hearts and minds: ethical orientations of educational leadership doctoral students. Values and Ethics in Educational Administration, 10(1), 1-12.
Yavuz, M. (2011). The effects of teachers’ perception of organizational justice and culture on organizational commitment. African Journal of Business Management, 4(5), 695-701.
Copyright (c) 2023 Ebiem, Perpetua Obianuju & Prof. Nkechi Ikediugwu
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the GPH Journal will have the full right to remove the published article on any misconduct found in the published article.
