Abstract
This article aims to analyze the impact of organizational justice on the work commitment of public secondary school teachers in Cameroon. To achieve this, we mobilized the theory of social exchange (Blau, 1964, Gouldner, 1960) and opted for a quantitative approach. This was conducted using a random sample of 426 teachers. Thus, the descriptive analysis shows that the level of equity in managerial practices concerning public secondary schools in Cameroon is low. Similarly, the linear regression reveals that distributive justice, procedural justice and interactional justice have a significant influence on teachers' commitment to work. These conclusions were discussed in the perspective of Magner and Johnson (1995) and Chenevert, Charest and Simard (2007) whose results corroborate ours. In contrast, Muller and Djuatio (2011) found no significant link between distributive justice and employee commitment. The results suggest that taking into account equity in HRM practices would improve the level of work commitment of public secondary school teachers in Cameroon. Key-words: HRM practices, organizational justice, work commitment, social exchange, public secondary education DOI : 10.7176/JEP/10-36-18 Publication date: December 31 st 2019
Highlights
The problematic of the organizational commitment finds its bases in the works of the researchers of the school of the human relations whose principal precursors are: Mayo (1880-1949), Lewin (1890-1947), Maslow (19081970), Mac Gregor (1906-1964), Herzberg (1923-2000) and Likert (1903-1981)
This is why we are interested in this issue through the study of the link between organizational justice and organizational commitment in the Cameroonian public service and in the national education sector where, notwithstanding the large investments made by the state in this sector, school performance remains mixed or even insufficient (MINESEC, 2015)
The results of the distributive justice regression tests on organizational commitment are presented in the following tables
Summary
The problematic of the organizational commitment finds its bases in the works of the researchers of the school of the human relations whose principal precursors are: Mayo (1880-1949), Lewin (1890-1947), Maslow (19081970), Mac Gregor (1906-1964), Herzberg (1923-2000) and Likert (1903-1981). While the question of the link between HRM practices and organizational commitment has become popular among researchers in developed countries since the second half of the 20th century in underdeveloped countries, research on the subject seems to be have not aroused great interest. This is why we are interested in this issue through the study of the link between organizational justice and organizational commitment in the Cameroonian public service and in the national education sector where, notwithstanding the large investments made by the state in this sector, school performance remains mixed or even insufficient (MINESEC, 2015). According to Nji Mfout (2010), the reasons for the decline in the organizational involvement of teachers would be at the level of managerial practices in the education system
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