A Study of the Relationship between Perception of Organizational Justice and Work Engagement among Isfahan High School Teachers

Abstract

  This study aimed at determining the relationship between teachers’ perception of organizational justice and their work engagement in high schools at city of Isfahan. The method was correlational and population included all the girl’s school teachers in 5-fold areas of Isfahan (N= 2608) in academic year of 2010-2011. The sample consisted of 355 that were selected through stratified random sampling technique. The tools used were two questionnaires namely, Organizational Justice (Neihoff and Marmoon, 1993) with reliability of 0/95 and Work Engagement (Chaufeli et al., 2002) with reliability of 0/84. The collected data were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation, and variance) and inferential statistics (Pearson correlation coefficient, regression coefficient, and MANOVA). Findings indicated that distributive justice has a significant relationship with work engagement (r= 0.21) and its dimensions procedural justice has a significant relationship with work engagement (r= 0.16) and its dimensions except with dedication in work and interactive justice also has a significant relationship with work engagement (r= 0.23) and its dimensions. The results also show that there is not a significant mean difference between respondents’ perception with respect to their education and years of experience on both the two variables, namely organizational justice and work engagement.

Keywords

• distributive justice
• interactive justice
• Organizational Justice
• procedural justice
• work engagement