A Study of the Relationship between Organizational Justice and Organizational Commitment for Special Education Teachers in Elementary Schools

• Main Authors: Tsai-Ling, Feng, 馮采鈴
• Other Authors: Zhao-Zn, Qi
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/bne9s6

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 97 === A Study of the Relationship between Organizational Justice and Organizational Commitment for Special Education Teachers in Elementary Schools Tsai-Ling Feng Abstract The purposes of this study were to investigate the relationship between organizational justice and organizational commitment for special education teachers in elementary schools. This study employed the survey method. The subjects were 832 special education teachers in elementary schools in the Taipei county. To achieve the goals of this study, “A questionnaire on organizational justice and organizational commitment for special education teachers” was developed. Questionnaire data was analyzed by SPSS 12.0. The statistic methods included descriptive statistic, t-test, one-way ANOVA, Pearson product-moment correlation. The conclusions obtained from this study were summarized as follows: 1. The special education teachers in elementary schools show high degree in “organizational commitment”, and displayed the highest degree in “distributive justice”, and the lowest degree in “procedural justice”. 2. The special education teachers in elementary schools show high degree in “organizational justice”, and displayed the highest degree in “hard working attitude”, and the lowest degree in “organization recognition”. 3. Teachers who had not been rotated had higher perception of procedural justice than those who had been taught in the other kind special education class for more than one year. 4. Teachers of school special education diagnostician had higher perception of procedural justice than those of district special education diagnostician. Teachers who were not special education diagnostician had higher perception of procedural justice than those of district special education diagnostician. 5. Teachers from other professional training background (special education training programs, special education credit classes, or without special education professional training background) had higher perception of procedural justice than those who graduated from special education department at education schools. 6. Organizational justice was positively related to organization commitment. According to the conclusion from this study, the researcher provided some suggestions for educational administrative agencies, elementary schools, and future researchers to consult with in succession. Key words: special education, special education teacher, special education teachers in elementary schools, organizational justice, organizational commitment