Mediating Effect of Self-Efficacy on the Relationship Between Organizational Justice and Teacher Commitment in Private Higher Education Institutions: An Explanatory Sequential Design

Abstract

The objective of this undertaking was to explicate how self-efficacy mediates the relationship between organizational justice and teacher commitment based on the findings of the study. An explanatory sequential design of the mixed methods research was employed in this study which had purposively chosen the 250 newbie full-time educators in the private higher education institutions of Region XI with teaching experiences of three to five years from the academe as respondents, ten participants for an in-depth interview and seven participants for focus group discussion. Using the mean, the study revealed that the level of organizational justice, self-efficacy, and teacher commitment among the private higher educational institutions were recorded as very high indicative that justice and fairness are always manifested, self-efficacy and commitment among teachers are always evident. The correlation results reveal significant relationships between organizational justice and teacher commitment, between self-efficacy and teacher commitment, and between organizational justice and self-efficacy. Moreover, using the Sobel-Z Test, when the mediator was placed in the model, it shows that the direct effect of organizational justice on teacher commitment is still significant indicative of partial mediation. Consequently, self-efficacy is merely a fractional contributory factor in how organizational justice affects teacher commitment. The quantitative strand results were positively confirmed through the standpoints of the participants in the focus group discussions and in-depth interviews.