INTERACTIONAL JUSTICE AND THE PSYCHOLOGICAL WELL-BEING OF THE TEACHERS OF THE ARCHDIOCESE OF BAMENDA, NOTH WEST REGION OF CAMEROON

Abstract

The purpose of this study was to investigate the effect of interactional justice on the psychological well-being of teachers in the Archdiocese of Bamenda North West Region of Cameroon. The study employed a sequential explanatory research design. The sample for the study comprised 270 teachers working in Catholic nursery, primary and secondary schools within the Mankon, Bayelle and Bambui Deaneries of the Archdiocese of Bamenda. Data were collected with the help of a questionnaire and focus Group Discussions. Data were analyzed using both inferential and descriptive statistics. Findings revealed that interactional justice had no significant effect on the psychological well-being of teachers of the Archdiocese of Bamenda. Based on the findings, it was recommended that private sector education employers should uphold honesty, accountability and transparency in the management of subventions and payment of salaries to teachers and that they allow private sector education teachers to exercise their right to form trade union to defend their labour interests.