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

Abstract

This study was to investigate the effect of procedural justice on the psychological well-being of the teachers of the Archdiocese of Bamenda, Northwest 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. Quantitative data were collected with the help of a questionnaire while Focus Group Discussions were conducted to generate qualitative data. Quantitative data were analyzed using the linear regression technique. Qualitative data generated from Focused Group Discussions were analyzed using the technique of thematic analysis. Findings from Quantitative analysis of data revealed that 63% of teachers’ indicated that teachers were satisfied with procedural justice within the Bamenda Archdiocesan Catholic Education Agency and that procedural justice had a significant effect on the psychological well-being of teachers of the Archdiocese of Bamenda. Based on these findings, the study recommended that the government should effectively follow-up, monitor and audit the channels of paying subvention funds to beneficiary private sector teachers to ensure that the money reaches the intended beneficiaries uncompromised.