PRINCIPALS’ ORGANIZATIONAL JUSTICE AND TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study determined the relationship between principals’ organizational justice and teachers’ organizational citizenship behaviour in public secondary schools in Anambra state. The study adopted a correlational research design. Three research questions guided the study and three null hypothesis were tested at 0.05 level of significance. The population for the study was 12,080 teachers in the 266 public secondary schools in the State. The sample consisted of 604 teachers from the six educational zones in the State. The sample was drawn using multi-stage sampling procedure which included proportionate stratified and simple random sampling techniques. Two structured questionnaires developed by the researchers titled: “Distributive Justice Scale” (DJS) and Teachers’ Organizational Citizenship Behaviour Questionnaire (TOCBQ) were validated by three experts and used for data collection. Cronbach’s Alpha method was used to determine the internal consistency of the items in the instruments and this yielded co-efficient values of 0.75, 0.84 and 0.86 for DJS while that of TOCBQ was 0.72. The researcher with the aid of 5 research assistants administered a total of 604 copies of the questionnaires to the respondents. At the end of the exercise, 512 copies representing 85% were successfully completed, retrieved and used for data analysis. Data collected were analyzed using Pearson Product Moment Correlation. The result of the finding indicated that there is a high positive and significant relationship between distributive justice, procedural justice and teachers’ organizational citizenship behaviour in public secondary schools in Anambra State. There is also a high positive relationship between principals’ interactional justice and teachers OCB in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Principals should give top priority to distributive justice by always imbibing the behaviour of being fair in the procedures or processes used in arriving at and administering decisions and in allocation of reward and resources in order to enhance the organizational citizenship behaviour of teachers.