Psychological Researches in Management

Psychological Researches in Management

The effect of organizational justice on job well-being of teachers mediated by job autonomy among elementary teachers

Document Type : Original Article

Authors
Siroos Ghanbari 1
Saeid Norollahee 2
Fatemeh jabbarizohd 3
1 Professor, Department of Educational Sciences, Bu-Ali Sina University, Hamedan, Iran.
2 Ph.D., Department of Educational Sciences, Bu-Ali Sina University, Hamedan, Iran.
3 MSc, Department of Educational Sciences, Bu-Ali Sina University, Hamedan, Iran.
10.22034/jom.2024.2032007.1220
Abstract
Purpose: The job well-being of teachers is a critical issue for schools and society (Duckworth et al., 2009, p. 540). Research indicates that high occupational well-being in teachers helps schools stabilize their performance (Creemers & Reezigt, 1996). On the other hand, low job well-being is considered an obstacle to school improvement and educational reforms and leads to increased teacher absenteeism (Parker et al., 2012, 503). Therefore, it seems that the increase in the number of vacations, absences, and late attendance at school indicates the low job well-being of teachers. On the other hand, low levels of organizational justice are closely related to negative job outcomes such as stress, low psychological well-being, and employee turnover (Silva & Caetano, 2014, p. 24). Versteegt et al. (2022) found in their research that job autonomy is an effective condition for the effect of organizational justice on job well-being. Also, studies show that independent employees who determine how to do their work have high psychological and social well-being (Gan & Cheng, 2021, p. 2).
If we consider the pattern of organizational justice relationships, job autonomy, and job well-being as a phenomenon, the structure of organizational justice in elementary teachers can play a decisive role in this phenomenon. Elementary teachers who receive and perceive organizational justice in procedural, process, and distributive dimensions and also, have independence in work planning, decision-making, and independence in work methods (Morgeson & Humphrey, 2006) will achieve a positive perception of job well-being. Based on this, the research question is: To what extent does organizational justice, through the mediation of job autonomy, affect teachers' job well-being?
Design/Methodology/Approach: The research method was descriptive and correlational. The statistical population of the research was 1748 elementary teachers in Hamedan City in the academic year 2017-2018, and a sample of 316 people was selected by stratified random method. The questionnaires for collecting information were: the job well-being of Parker and Hyett (2011), organizational justice of Niehoff and Moorman (1993), and job autonomy of Morgeson and Humphrey (2006). The validity of the questionnaires was determined using construct validity and confirmatory factor analysis techniques. The research data was analyzed with Pearson correlation coefficient and confirmatory path analysis and with LISREL 3.50 software.
Findings: The first hypothesis: The findings showed organizational justice variable with a path coefficient of 0.26 and t value of 4.33 has a direct, positive, and significant effect on the job well-being variable.
The second hypothesis: The findings showed the variable of job autonomy with the coefficient of path 0.46 and t value 5.03 has a direct, positive, and significant effect on the variable of job well-being.
The third hypothesis: The findings showed organizational justice with a direct path coefficient of 0.45 and a t value of 4.95 has a direct, positive, and significant effect on the variable of job autonomy.
The fourth hypothesis: The findings showed organizational justice variable with an indirect path coefficient due to job autonomy of 0.207 and t value of 3.56 has an indirect, positive, and significant effect on the job well-being variable.
The results of the Sobel test showed the mediating effect of job autonomy is significant in the relationship between organizational justice and job well-being.
Discussion and Conclusion: The findings showed that organizational justice has an indirect, positive, and significant effect on the job well-being variable due to job autonomy. This means that the increase in the positive perception of elementary teachers towards organizational justice leads to an increase in the positive perception towards job autonomy, and also the increase in the job autonomy of teachers causes the increase in the job well-being of teachers. The findings of the research are aligned with the findings of Versteegt et al. (2022), Majumdar & Kumar (2022), Sora et al (2021), Godwin et al. (2020), Le et al. (2016), Nery et al. (2016), Sahai & Singh (2016), Clausen et al. (2021) ،Gardner (2020), Yang & Zhao (2018), Khan et al. (2021), Zeng & Chen (2022), Butt et al (2017).
Keywords
Job well-being
Organizational justice
Job autonomy
Education
Elementary teachers
Hamedan

Subjects

  1. اکبری، محسن، همتی‌نژاد، مهرعلی، عظیمیان، امید، و حسین‌زاده، آرزو (1399). تأثیر رهبری مسئولیت‌پذیر بر رفتار شهروندی سازمانی از طریق نقش میانجی عدالت سازمانی و تعهد سازمانی (مورد مطالعه: کارکنان جمعیت هلال احمر استان گیلان). پژوهش‌های روانشناختی در مدیریت، 6(2)، 33-71. org/10.20.1001.1.24764833.1399.6.2.2.8
  2. بابایی، محمدمهدی، معینی‌کیا، مهدی، زاهد بابلان، عادل، و قنبری، شهربانو (1397). بررسی اثر میانجی‏گری عدالت سازمانی در رابطۀ سبک رهبری و تعهد سازمانی مدیران مدارس. پژوهش‌های روانشناختی در مدیریت، 4(1)، 99-125.org/10.20.1001.1.24764833.1397.4.1.5.5
  3. حسینی، ابوالحسن، قربانی‌پاجی، عقیل، و اکبری، امیر (1398). اثر طرد‌شدگی در محیط کار بر رفتارهای محیط‌ کار با نقش میانجی عزت‌نفس سازمانی و تعدیل‏گر عدالت‌ سازمانی. مجلۀ علمی مدیریت فرهنگ سازمانی، 17(4)، 569-586. org/10.22059/jomc.2019.258195.1007532
  4. کعب‌عمیر، نوری، و نعامی، عبدالزهرا (1395). اثر عدالت سازمانی ادراک‌شده بر وفاداری سازمانی و به‏زیستی شغلی با میانجی‌گری سایش اجتماعی و تعدیل‌کنندگی کنترل شغلی در کارکنان بیمارستان گلستان اهواز. آموزش پرستاری، ۵(۳)، 55-63. org/10.21859/jne-05038 l
  5. یوسفی، احسان، و نوبخت، محسن (1399). روایت‌های معلمان از مشکلات یادگیری دانش‌آموزان دورۀ ابتدایی. توسعۀ حرفه‌ای معلم، 5(4)، 87-104. org/10.20.1001.1.24765600.1399.5.4.5.7

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