Literaturnachweis - Detailanzeige
| Autor/inn/en | DiPaola, Michael; Guy, Stephanie |
|---|---|
| Titel | The Impact of Organizational Justice on Climate and Trust in High Schools |
| Quelle | In: Journal of School Leadership, 19 (2009) 4, S.382-405 (24 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | High Schools; Organizational Climate; Justice; Attitudes; Collegiality; School Personnel; Trust (Psychology); Correlation; Leadership; Teacher Administrator Relationship; Context Effect |
| Abstract | In the private sector, organizational justice has consistently demonstrated a strong correlation with trust in management, employee commitment, and performance. The purpose of this study was to investigate whether organizational justice has a similar relationship with social processes in the educational arena. This study examined the relationship between organizational justice and school climate and sought to replicate earlier findings of a significant link between perceptions of justice and faculty trust in schools at a different level. In the representative sample of 36 high schools, a significant positive relationship was found between organizational justice and school climate. Additional analysis revealed a significant positive correlation between justice and each school climate dimension: collegial leadership, teacher professionalism, academic press, and community engagement. When regressed with the other climate dimensions, collegial leadership alone demonstrated a significant independent effect on organizational justice. A significant positive correlation was also found between organizational justice and all three faculty trust dimensions: trust in principal, trust in colleagues, and trust in clients. However, only trust in the principal demonstrated a significant and independent effect on organizational justice when regressed with the other trust dimensions. (Contains 1 figure and 5 tables.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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