The Degree of Organizational Justice to the ‎Principals of Public Schools and their ‎Relationship to Job Satisfaction of Teachers ‎in Public High Schools in the ‎Districts of the ‎Northern West Bank

ghhilo's picture
Type: 
Thesis
Year: 
2012
Students: 
Shatha Lotfi Mahmoud Mohammad
AttachmentSize
The Degree of Organizational Justice to the ‎Principals of Public Schools and their ‎Relationship to Job Satisfaction of Teachers ‎in Public High Schools in the ‎Districts of the ‎Northern West Bank9.6 MB
Abstract: 
This study aimed at identifying the level of the relationship between organizational justice and job satisfaction among secondary school teachers in government schools in the governorates of the Northern West Bank, and to clarify the effects of independent variables of(age, educational qualification, gender, years of experience, type of school, school location, and salary) on the teachers' perceptions and recognitions. The population of this study consisted of (12,388) teachers according to statistics of the Ministry of Education and Higher Education in Palestine (2010-2011). The researcher used the descriptive methods. The study was conducted on a sample of (555 teachers), represents (4.5%) of the population of the study, that has been selected by stratified random manner from the teachers of public secondary schools in the governorates of Northern West Bank. In order to achieve this study, the researcher prepared a questionnaire consisting of two sections containing (60) items. The first section to measure the issue of organizational justice distributed on three areas: ( Interactional Justice and relations within school, procedural justice, and distributive justice), while the second section to measure the issue of job satisfaction distributed on four areas: (promotion and rewards, tasks and duties, the relationship between the principals and teachers, and recognition and self respect) . The questionnaire was distributed randomly to the study sample in the educational directorates mentioned above. The researcher received (459)questionnaire (83%). To answer the questions and hypotheses, the researcher estimated the averages and percentages of each item and each area, and also of the whole instrument degree, She also used (One Sample T-test) and (T) test for groups (Independent T-test), and analysis of variance (ANOVA), (Scheffe - post hoc Test), and Pearson's correlation . This study showed the following results: - The degree of awareness of the practice of school principals to organizational justice in all domains (Interactional Justice and relations within school, procedural justice, and distributive justice)was very high. - The degree of awareness of the job satisfaction of public high schools teachers in the Governorates of the northern West Bank was very high in the domain (the relationship between teachers and the principal, and appreciation and self-esteem ) ,and for the domain (tasks and duties) was high ,but regarding the field of (promotion and rewards) was medium . The instrument degree as a whole was very high . - There is a strong positive correlation between the degree of organizational justice of public schools principals and job satisfaction for teachers of public secondary schools in the Governorates of the northern West Bank from their point of view, where the Pearson correlation coefficient (63.2%). - There were no significant mean differences at (α= 0.05) in the degree of the practice of school principals to organizational justice from point of view of teachers of public secondary schools in the Governorates of the northern West Bank due to the variable (age, academic qualification, years of experience, school site, salary). There were significant mean differences in the domains of (Interactional Justice and relations within school and distributive justice, total) according to gender, and the type of school, where the differences in favor of male teachers and boys' schools. - There were no significant mean differences at (α= 0.05) in the degree of the awareness of public secondary schools teachers in the Governorates of the northern West Bank to job satisfaction due to the age variable and the domains (promotion and rewards, the relationship between teachers and the principal, appreciation and self respect, and the whole domain). There were significant mean differences in the domain (tasks and duties) according to the qualification and the location of the school variables. In the light of these results, the researcher recommended the following: 1 - The attention of school principals to give teachers opportunities to participate more widely in the school business and strengthen the trust and respect for them. 2 - As much as possible, mitigation of the burden and paper work and programs that make teachers feel bored and limit the developing of their abilities and pertinence to their schools. 3 - Support of the Ministry of Education to the distinguished teachers providing material and moral incentives for them.