The relationship between perceived organizational justice and organizational commitment: A case study of female teachers

Aim: The aim of this study was to determine the relationship between perceived organizational justice and organizational commitment of female teachers in Iran. Methodology: One hundred fourteen female teachers were randomly selected using descriptive–correlational method. For data gathering, the Colquitt’s Organizational Justice Questionnaire and May‑Allen’s Organizational Commitment Questionnaire were used. The validity of the questionnaires was verified according to the viewpoints of experts in educational sciences and management. The reliability of the questionnaires estimated using Cronbach’s α coefficient in a primary study on a 30‑people sample, organizational justice questionnaire α =0.913 as well as Organizational Commitment Questionnaire α =0.924. After data gathering, they were analyzed based on research hypotheses using multivariate analysis of variance as well as multiple regression analysis. Results: The results indicated that there is a positive and significant relationship between all components of organizational justice and the aspects of organizational commitment. In addition, there is a significant predictive relationship among procedural justice, interactional justice, and distributive justice with continuous commitment and normative commitment. Conclusion: According to the theory of equity, it can be predicted that the personnel reacts toward the presence or absence of organizational justice at workplace. The increase of attachment and dependence is one of such reactions. That is, if the personnel witness that justice is not observed in the organization, they will feel some sort of tension, and therefore, they try to reduce their own dependency and commitment to the organization. In such cases, their organizational commitment may be diminished. Conversely, if they feel that organizational justice exists in the organization, they will be motivated to embrace more duties, tasks, and responsibilities so that, thereby, they would fulfill theirdebts to their career and consequently their organizational commitment would be increased

Keywords:

Female teachers , organizational commitment , perceived organizational justice