| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === The present study aimed to investigate the current situation of organizational justice and teachers' professional commitment in elementary schools in Tao-Yuan County. Teachers’ perception of organizational justice and their own professional commitment were first analyzed. How teachers’ backgrounds affect their perception was then discussed. Finally, the correlation between organizational justice and professional commitment was reported.
The study was based on data collected from questionnaires, distributed to teachers in public elementary schools in Tao-Yuan County. By stratified random sampling, 702 teachers in 49 schools were recruited. Among them, 638 responses were returned. Six hundred twenty-five valid responses accounted for 89% of all questionnaires distributed. Statistical analyses such as descriptive analysis, independent sample t-test, ANOVA, and structural equation modeling were conducted.
Statistical analyses revealed the following findings:
1.Teachers’ awareness of organizational justice was above average. The awareness of Informational justice was the highest among four indices.
2.Teachers’ professional commitment was reported as very well. Professional ethics was the highest index among four.
3.In terms of the effect of background factors on organizational justice:
(i) Teachers of different genders and degrees did not perceive organizational justice differently.
(ii) Teachers aged between 41 to 50 showed higher awareness of overall organizational justice than those aged between 31-40.
(iii) Teachers who have been there for 5 or less than 5 years showed higher awareness of overall organizational justice than those who have served for 6 to 10 years.
(iv) The homeroom teachers showed the lowest awareness of overall organizational justice, compared to subject teachers and administrative-teachers.
(v) In terms of districts, municipal school teachers showed the lowest awareness of overall organizational justice, compared to those in small towns or remote areas.
(vi) Teachers in small-scaled schools with 12 or fewer classrooms had higher awareness of overall organizational justice than those in schools with 25-48 classrooms. Teachers in large-scaled schools with at least 49 classrooms showed the lowest awareness.
4. In terms of the effect of background factors on professional commitment:
(i) Teachers of different genders, ages, job types, and school scales did not show any difference in professional commitment.
(ii) Teachers who have served for 11 to 20 years were more dedicated to work, compared to those who have served 6 to 10 years.
(iii) Teachers who have a graduate degree showed a higher awareness of further studies than those who have a bachelor degree.
(iv)Teachers in remote schools had higher professional identities than those in municipal schools.
5. Structural equation modeling showed that organizational justice was positively correlated with teachers’ professional commitment. Interpersonal justice, in particular, had a significant positive effect on teachers’ professional commitment.
Based on these findings, the present study proposed suggestions to school head administrators, teachers, education authorities and future researchers.
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