The Relationship between Organizational Justice and Job Satisfaction among Public Primary School Teachers in Qweismeh District
DOI:
https://doi.org/10.35516/edu.v49i2.1022Keywords:
organizational justice, job satisfaction, public school, primary school, JordanAbstract
Objectives: The study aims to determine the relationship between organizational justice and job satisfaction among public primary school teachers in Qweismeh District during the first semester of the academic year 2019/2020. The study was applied to a sample of (288) male and female teachers who were selected by a stratified random method.
Methods: The researcher used a descriptive correlative method. To collect the data, the researcher developed a questionnaire for organizational justice consisting of (24) items, and another questionnaire for job satisfaction consisting of (24) items. The validity and reliability of the two tools were verified.
Results: One of the most prominent results revealed by the study is that the arithmetic average of organizational justice came at an average level, distributive justice came first, and evaluative justice came last. The level of job satisfaction of primary school teachers was at an average level. The results also showed a positive, statistically significant relationship between the level of organizational justice and the job satisfaction of teachers in those schools. In addition, there were statistically significant differences in the level of organizational justice due to the gender variable in favor of males, while there were no statistically significant differences attributed to the experience variable.
Conclusions: Based on these results, the researcher recommends that school principals should give teachers an opportunity to participate more in school work, and reduce burdens and paperwork.
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