EFFECT OF ORGANIZATIONAL JUSTICE ON TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS: MODERATING EFFECT OF AFFECTIVE COMMITMENT

Abstract

The research examines the moderating effect of affective commitment in the relationship between
OJ (organizational justice) and performance of staff (teachers). Cross-sectional research design
was utilized and primary data was collected through structured questionnaire. The total number
of 488 questionnaires was returned and analyzed. The research used L-SEM through software.
The findings confirm that affective commitment moderates the relationship between distributive
justice and performance of teachers. Also, affective commitment moderates the relationship
between interactional justice and performance of teachers. The study therefore recommends that
government / school management should put more effort to improve teachers’ perceptions about
justice through fair distribution of rewards and other benefits and also government should give
priority to strategies so as to improved teachers’ affective commitment for enhancing performance.