The Role of Procedural Justice and Leadership Style on the Quality of Leader- Member Relationship among Secondary School Teachers in Ibadan North Local Governement Area, Oyo State, Nigeria

Abstract

In the present study, the role of procedural justice and leadership styles on the quality of leader-member relationship was explored. Through a cross-sectional survey design, data was collected from 119 (males = 50, females = 69) secondary school teachers in Ibadan, Nigeria, using a random sampling technique, with a mean age of 32.26 years. From a multiple regression analysis, findings showed that procedural justice (β = .268, t=3.150, p<.0l) and Leadership style (β= -.293, t= -3.454, p<.0l) independently predict quality of leader-member relationship. In addition, procedural justice and leadership style jointly predict leader-member relation (F (2,116) =12.762, R=.180, R2=.166, p<.0l). Through a t-test analysis, it was reported that there is no significant influence of procedural justice on the leader-member relation of respondents (t (117) = 1.85, p>.05). Through a t-test analysis, it was observed that there was a significant influence of leadership style on the leader-member relation of respondents (t (117) = -3.64, p<.05). Furthermore, it was observed that respondents’ sex, age, religion, and ethnicity jointly predicted quality of leader-member relationship (F (4,144) =3.047, R=.311, R2=.097, p<.05). Going by these findings, the researchers recommended that trainings and teaching of procedural justice and appropriate leadership styles should be encouraged among members of position of authority in the organizational setting. And such trainings should consider the socio-demographic characteristics of the target population for a better efficacy of research intervention.