Investigation And Analysis Of The Sense Of Fairness Of Primary And Secondary School Teachers

This study with previous studies both at home and abroad as the basis, revises questionnaires of primary and secondary school teachers performance equity, and takes this into the middle and primary school teachers on the sense of fairness of performance salary reform; on this basis, further investigation performance fairness of outcome variables work into the influence. The research results show that the primary and secondary school teachers' performance is a multi-dimensional structure, it contains two dimensions, one is the procedural fairness, the other is the result of equity. Among them, the process justice refers to teachers in the performance plan in the process of justice, the fairness refers to teachers in the performance content and performance result fairness; justice school teachers' performance variables is not pnificant in gender, grade, age, class of four people; however, pnificant in administrative and the highest title of the two variables in the difference; whether the administrative leadership on this variable, the results of the performance of ordinary teachers more feel unfair, this sense of injustice, not only reflected in the procedural justice, but also in the sense of fairness, the performance results of ordinary teachers than administrative leaders feel more unfair sense; the highest Title variable, the difference is also pnificant, and primary level teachers than senior teachers to experience more sense of injustice, unfairness is mainly reflected in the procedure of public In a sense, the young teachers think that the program of performance is not fair enough. Performance fairness influence on outcome variables work input, The study also found sense of fairness on performance is greatly related to job involvement, that is, a stronger sense of fairness, more investment. Performance sense of fairness in a certain extent effective prediction of teachers job involvement, process equity and result justice explains the result of 21.5% and 18.5% variation of interpretation work engagement. On how to improve teacher performance fairness, to enhance teachers' job involvement in terms of, we propose: first, it is recommended that school managers, in the performance appraisal, be sure to focus on teacher performance in the sense of fairness, try to achieve fairness and justice; second, each school in the process of formulating plans should to try to let all the teachers to participate in the plan formulation, whether he is a leader or ordinary teachers, increase every teacher's participation and a sense of control, can pnificantly improve the performance of teachers a sense of fairness, and thus enhance the teachers' job involvement.