Organizational Justice as a Correlate of Teachers’ Organizational Behaviour in Public Secondary Schools in Anambra State

The study examined organizational justice as a correlate of teachers’ organizational behaviour in public secondary schools in Anambra State. The study was guided by four research questions and four null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised 7,248 teachers in public secondary schools in six Education Zones in Anambra State. The sample size for the study was 580 teachers drawn from the population of the study. Multi-stage sampling procedure was used for the study. The instruments for data collection were researcher-structured questionnaire titled: Organizational Justice Questionnaire (OJQ) and Teachers’ Organizational Behaviour Questionnaire (TOBQ). The instruments were validated by three experts. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.81 for (OJQ) and 0.85 for (TOBQ) were obtained. The data were analyzed using Pearson Product Moment Correlation Coefficient and multiple regression analysis. The study revealed that distributive justice (r = 0. 908; p < 0.000), procedural justice (r = 0. 873; p < 0.000), interactional justice (r = 0. 852; p < 0.000), positively and significantly relate to teachers’ organizational behaviour in public secondary schools in Anambra State. Based on the findings, it was recommended among others that school administrators should continue to ensure that distributive justice is consistently practiced by fairly allocating rewards, workload and responsibilities among teachers to enhance their commitment to work. The study contributed to knowledge by establishing an integrated empirical relationship between organizational justice and teachers' organizational behaviour, thereby extending existing knowledge on organizational behaviour in public secondary schools.