TEACHERS’ PERCEIVED ORGANISATIONAL JUSTICE AS A CORRELATE OF THEIR JOB PERFORMANCE IN SECONDARY SCHOOLS IN SOUTH EASTERN, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to investigate the relationship between teachers’ perceived organisational justice and their job performance in secondary schools in South Eastern Nigeria. Organisational justice refers to the perception of fairness and equity in the workplace, encompassing the distribution of rewards, decision-making processes, and interpersonal treatment within an organization.
The study will employ a quantitative research design, using a questionnaire survey to collect data from secondary school teachers in the South Eastern region of Nigeria. The sample will be selected through a stratified random sampling technique, ensuring representation from different schools within the region. The questionnaire will consist of validated scales measuring teachers’ perceptions of distributive justice, procedural justice, interpersonal justice, and their self-reported job performance.
The data collected will be analyzed using appropriate statistical techniques, including correlation analysis and multiple regression analysis, to determine the relationship between teachers’ perceived organisational justice and their job performance. Additionally, demographic variables such as gender, teaching experience, and educational qualifications will be considered as potential moderating factors.
The findings of this study will contribute to the existing literature on organisational justice and its impact on job performance in the educational context. The results will provide insights into the factors that influence teacher performance and inform educational policymakers and school administrators about the importance of creating a fair and equitable work environment for teachers. The study’s findings may also serve as a basis for the development of interventions and policies aimed at improving teacher job satisfaction and performance in secondary schools in south-eastern Nigeria.
Keywords: organizational justice, job performance, perceived fairness, secondary schools, south-eastern Nigeria.
TEACHERS’ PERCEIVED ORGANISATIONAL JUSTICE AS A CORRELATE OF THEIR JOB PERFORMANCE IN SECONDARY SCHOOLS IN SOUTH EASTERN, NIGERIA. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS