Influence of Perceived Organizational Justice on Teachers’ Commitment in Selected Secondary Schools in Lagos State, Nigeria
Odunayo T. Arogundade
Department of Behavioural Studies, Redeemer’s University, Osun State, Nigeria.
Ayodeji B. Arogundade *
Hough Graduate School of Business of the Warrington College of Business Administration, University of Florida, USA.
Omotolani H. Oyebanji
Department of Behavioural Studies, Redeemer’s University, Osun State, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study examined some demographic and psychological predictors of teachers' commitment in Lagos State, Nigeria. The specific objectives of the study were to ascertain if teachers’ perceived organizational justice will significantly affect their levels of commitment to the schools; establish the nature of relationships that exists between gender, types of schools and teachers’ levels of commitment. In order to achieve these objectives, 200 participants from 16 secondary schools in Lagos State (M=103; F=97) were randomly selected to respond to the Organizational Justice Scale (OJS) and Organizational Commitment Scale (OCS). The data collected were analyzed using correlation, independent t-test and regression analysis and the results showed that there is a significant positive relationship between perceived organizational justice and teachers’ commitment; female teachers reported a significantly higher level of commitment than their male counterparts, public school teachers were more committed than private school teachers. It was also revealed that gender, types of schools and organizational justice jointly accounted for sixty-eight percent (68%) variance in teachers’ commitment. The implication of these findings substantiates the need to treat employees fairly in order to sustain their high level of commitment to the organizations.
Keywords: Organizational justice, teachers and commitment