A Study on the Relationship Between Organizational Justice and Organizational Citizenship Behavior of Public Kindergarten Educators –Using Job Satisfaction as the Mediator Variable.

• Main Authors: Yi-Chia Wu, 吳萓家
• Other Authors: Hsin-Chien Wu
• Format: Others
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/6gkfpr

碩士 === 國立東華大學 === 教育行政與管理學系 === 104 === Abstract This study aims to learn public kindergarten educators’ perception of organizational justice, job satisfaction, organizational citizenship behavior, and the unequal pay for equal work situation between “teachers” and “educare givers”. The survey research was carried out using a sample of 212 public kindergarten educators in New Taipei City. The following is the main results after analyzing. 1.Public kindergarten educators’ perception to organizational justice, job satisfaction, and organizational citizenship behavior is above average, between “somewhat agree” and “agree.” 2.Teachers’ job satisfaction is significantly higher than educare givers’; meanwhile, job satisfaction of administrative educare assistants is the lowest. Staff without educare certificate show higher job satisfaction than certificated staff. 3.The result shows that the relationship between organizational justice and organizational citizen behavior is partially mediated by job satisfaction. 4.Approximately 90% of kindergarten educators agree that “unequal pay for equal work” is a general problem in public kindergartens. And there 87% of kindergarten educators agree that they has a “unequal pay for equal work” problem in his/her school, 5.The number of educare givers who chose “strongly agree” is twice as many as teachers did. This suggested that educar givers have stronger awareness than teachers of “unequal pay for equal work” problem. 6.The result shows that there is a significant and strong negative correlation between the level of awareness of “unequal pay for equal work” and job satisfaction of educar givers, but not of teachers Based on the results, this study provides several practical recommendations to education administration authorities, kindergarten educators, and future researchers.