A Research of the Relationship Between the Perceptions of School’s Organizational Justice and the Organizational Vertical Conflict- using locus of control as a moderating variable

• Main Authors: Po-chao Chen, 陳伯照
• Other Authors: Shueh-Chin Ting
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/16958769577647659179

碩士 === 國立臺南大學 === 教育經營與管理研究所 === 95 === Organizational justice is a very important concept in the literature of organizational behavior and related researches. However, the applications of the organizational justice to schools are rare. In addition, after the proclamation of the revised three education enactments, the chance of conflict between teachers and administrative personnel in elementary schools may be increased. Therefore, this research incorporates the three components of organizational justice (distributive justice, procedural justice and interactional justice) into the elementary school organization to explore the relationship between the teachers’ perceptions of organizational justice and the vertical conflict with the administrative personnel. Moreover, in order to further clarify the relationship between the school’s organizational justice and the organizational vertical conflict, this research tries to find out if the teachers’ locus of control which is usually used to explain the attribution of the results of human behaviors could have the moderating effect on the relationship. The subjects are decided by the method of purposive sampling from the teachers of public elementary schools in Tainan. The data are collected through the questionnaire survey. There are 589 valid questionnaires among totally returned 786 questionnaires. The data are analyzed by hierarchical regression analysis. The study results show that there is a very close relationship between the perceptions of school’s organizational justice and the organizational vertical conflict. Teachers’ perceptions of entire justice, distributive justice, procedure justice and interactional justice have the negative causal relationships with the administrative personnel’s vertical conflict, that is, the higher the teachers’ perceptions of the organizational in justice; the higher the possibility of the conflict. As to the moderating effect of the locus of control, this study finds that the teachers’ locus of control has positive moderating effect on the relationship between the perceptions of school’s organizational justice and the organizational vertical conflict. Specifically, teachers with internal locus of control lead to have conflicts more easily than teachers with external locus of control when they face the same organizational injustice. Finally, based on the study findings, this study provides suggestions to practitioners and future researchers.