Level of Compliance with the 10 Principles of Organizational Justice in a Public Secondary School in Cavite

Abstract

INTRODUCTION

Organizational justice gives concern about fairness in the workplace. Concerns about distribution of resources have to do with distributive justice, concerns about fairness of decision-making procedures have to do with procedural justice, and concerns regarding interpersonal treatment have to do with interactional justice. Organizational justice concerns the way employees perceive decisions and practices of managers (Witt, 1993) and their organizational justice perceptions or their job-related attitudes and behaviors (Eskew, 1993). Greenberg (1996) defined organizational justice as a term which expresses employees' perceptions about how equally they are treated in the organization and the way such perceptions affect results.

METHODS

Data were collected from the scheduled faculty meetings. The researcher explained the general purpose of the study, assured the confidentiality of all responses, and asked teachers to complete the questionnaires. Because this project was part of a larger study of organizational properties and because the unit of analysis was the school, two random groups of teachers responded to different surveys. One set of teachers responded to a climate index that included measures of collegial leadership of the principal and professional teacher behavior, and the second random group of teachers described other school properties, including trust and justice. The unit analysis was the school; hence, all data were aggregated to the school level. No attempt was made to gather data from faculty who were not present at the meeting, but virtually all teachers returned usable questionnaires.

RESULTS

Thirty-one of the respondents have or are taking up a doctorate degree. Thirteen have or are taking up a master’s degree in different schools. Many of the respondents do not have a graduate study unit. Based on length of service, twenty-one have been teaching for more than thirty-six years, twenty-three are teaching for more than twenty-six years, twenty-six are teaching for more than twenty-five years, thirty-four have been teaching for more than sixteen years, eighteen have been teaching for more than eleven years, forty-one are teaching for six to ten years.

DISCUSSIONS

Faculty trust in the principal was significantly related to organizational justice controlling for trust in colleagues, and faculty trust in colleagues was significantly related to organizational trust controlling for trust in the principal. Moreover, as expected, professional teacher behavior was significantly related to trust in colleagues controlling for collegial leadership, and collegial leader behavior was significantly related to trust in the principal controlling for professional teacher behavior. Faculty trust in colleagues and trust in the principal shows the organizational justice variance.