The Relationships among Elementary School Teachers’ Perceived Organizational Justice, Job Satisfaction and Organizational Citizenship Behaviors: Relationship Orientation as a Moderator
Organization justice, job satisfaction and organizational citizenship behaviors are closely related in the operation of schools, yet past research on organizational justice ignored individual differences in relationship orientation. Participants in this study were teachers of public elementary school in Kaohsiung city. In addition to exploring the relationship among organizational justice—job satisfaction—organizational citizenship behaviors, teacher´s relationship orientation was also added as the moderator. After analyzing 475 valid questionnaires by hierarchical regression analysis, two important findings were discovered. First, teacher perceptions of distributive justice and procedural-interactional justice had positive influences on teacher job satisfaction, and procedural-interactional justice had a higher influence than distributive justice; strong economic oriented teachers were concerned about distributional justice and proceduralinteractional justice, and strong social oriented teachers were only concerned about procedural-interactional justice. Second, teacher job satisfaction led to organizational citizenship behaviors, and in particular, identification to organization; while strong social oriented teachers had job satisfaction, they were more actively helping colleagues and regulated themselves than others.
|關鍵詞||工作滿意、組織公平、組織公民行為、關係導向、job satisfaction、organizational justice、organizational citizenship behaviors、relationship orientation|