A Research On Organizational Commitment And Organizational Justice Of Teachers In General Universities And Colleges In Hunan Province And The Relationship Among Them

Organizational commitment and organizational justice are research hotspots in organizational behavior, from they were put forward. However, almost all existing study focused on the every level employee. Organizational commitment questionnaire of Lu Guangli and organizational justice questionnaire of Liu Ya, Long Lirong and Li Ye were adopted as research tools. The study focused on teachers in general universities and colleges in Hunan province and aimed to explore their status of organizational commitment and organizational justice. The study also aimed to explore how organizational justice influences organizational commitment. In the end of the article, some suggestion were put forward to enhance the level of organizational justice and organizational commitment of teachers in general universities and colleges and enhance the job performance of the section related with teachers.For organizational commitment, the conclusions drawn by this research were as follows. Firstly, it was the whole level of organizational commitment of teachers in general universities and colleges in Hunan province that was medium. It was lower in opportunity commitment and economical commitment than median, higher than median in ideal commitment, affective commitment and normative commitment. Secondly, it was the level of normative commitment of teachers in private universities and colleges that was higher than that of teachers in public universities and colleges in Hunan province; the level of affective commitment of teachers in universities was higher than that of teachers in colleges.in Hunan province. Thirdly, the variable in population statistics can affect organizational commitments of teachers in general universities and colleges in Hunan province.For organizational justice, the conclusions drawn by this research were as follows. Firstly, it was the whole level of organizational justice, procedural justice, distributive justice, and informational justice of teachers in general universities and colleges in Hunan province that were lower than median, but leading justice was higher than median. Secondly, it was the variance between organizational justice of teachers in universities and that of teachers in colleges in Hunan province that was not significant. It was the whole level of organizational justice, procedural justice, distributive justice, and informational justice of teachers in public universities and colleges that were higher than those of teachers in private universities and colleges. Thirdly, the variable in population statistics can affect organizational justice of teachers in general universities and colleges in Hunan province.For the relationship of organizational commitment and organizational justice, the conclusions drawn by this research are as follows. It was organizational justice of teachers in general universities and colleges that has positive correlated to organizational commitment of those, with positive correlation to four dimensions of organizational commitment: ideal commitment, affective commitment, economical commitment, and normative commitment, without significant correlation to opportunity commitment. Furthermore, organizational justice can affect organizational commitment. 46.4% variance of organizational commitment was predicted unitedly by Procedural justice, leading justice and distributive justice; 43.0% variance of affective commitment was predicted unitedly by both leading justice and informational justice; 28.5% variance of normative commitment was predicted unitedly by leading justice and informational justice; 48.8% variance of ideal commitment was predicted unitedly by procedural justice, leading justice and informational justice; 20.1% variance of economical commitment was predicted unitedly by procedural justice and distributive justice.