Organizational Justice Predicts Teachers’ Performance in Private Secondary Schools of Mitooma District, South Western Uganda

Abstract

Teachers’ performance is a matter of concern, especially in settings where teachers are not properly motivated to achieve satisfaction in  their jobs. Several covariates are likely to predict the performance of teachers, especially the way they perceive their workplace as being  fair and conducive to their participation. The present study aimed to establish the influence of organizational justice on teachers’  performance in private secondary schools of Mitooma District in Uganda. The study adopted a cross-sectional design, using quantitative  techniques of data collection and analysis. The population was 463 teachers in 19 private schools. All teachers were involved in the study,  using a census. A selfadministered questionnaire was used to collect the data. The findings revealed a statistically significant association between organizational justice and teachers’ performance (β=0.537, P<.01); Overall organizational justice accounted for 41.0% of the  variance in teachers’ job performance. The study concludes that organizational justice is important in teachers’ performance. It is  recommended that private secondary schools in Mitooma ensure better distributive, procedural and transactional justice among their  teachers to enhance their performance.