Interplay of Organizational Justice with Teachers Academic Performance at Higher Secondary School Level

Abstract

Organizational conduct requires an understanding of justice. Justice has received ample attention from researchers from various disciplines, including economics, psychology, law, and corporate life. The study's objectives were to 1) explore the perceptions of teachers about organizational justice and academic performance; 2) ascertain the relationship between organizational justices with teachers' academic performance. The population consisted of teachers who taught students in grades XI-XII, and the survey consisted of 155 teachers. A 30-item questionnaire was used as a testing instrument for data collection. The research found that most administrators rewarded workers for doing their jobs well, the majority of teachers were pleased with the practices they implemented, and their strategies and procedures were fair. On the other hand, teachers' student success is closely related to what they write on their whiteboards. Additionally, it concluded that teachers effectively test student learning. Teachers should do an assessment of their students' academic difficulties for preparing.