Research On The Organizational Justice Sense Of Primary School Teacher

The organizational justice,as a very sensitive psychological element in the employment relationship of educational institutions that attach importance to spiritual interests,is the key link to establish a good and stable spiritual contract between faculty and school organizations.Teachers' sense of organizational justice related to the individual's recognition of school organization or social resource allocation,deeply affects the morale and behavior of the faculty,thus a good sense of organizational justice among teachers is a prerequisite for the steady development of individual and school.On the one hand,To do dimensional analysis and test of organizational justice based on the characteristics of China's primary school education management system will help expand its application scope,and strive to supplement and expand the school management theory;On the other hand,exploring the key factors of maintaining primary school teachers' organizational fairness can provide guidance for school organizations to establish and maintain a good harmonious labor relationship,thus having theoretical and practical value.At present,most of the researches domestic and abroad on the measurement of perceived organizational justice are general studies with enterprise measurement method and there are few design and test of localized organizational justice for school management at the stage of compulsory education.In order to correctly measure the sense of organizational justice of faculty and meet the demands of the people-orientedschool management reality,this study first combs and concludes the domestic and foreign researches on organizational justice and documents like policies and regulations of primary school teachers in China,having formed a clear understanding of the research status of organizational justice and the current professional title and salary system of Chinese primary school teachers.Secondly,a questionnaire on Primary School Teachers' Perceived Organizational Justice was prepared in this study through the results of interviews and open-ended questionnaires and based on previous scales and theoretical models,and then will be given to primary school teachers in J city with districts through network after prediction test and reliability;Finally,based on the measured data,this paper makes a comprehensive analysis of the status of organizational justice perception of primary school teachers in J city with districts and gives advises.Four findings were found through the study.Firstly,The reliability and validity of the scale designed with a structure of three-factor perform well,namely,distributive fairness,procedural fairness and interactive fairness,and the scale having good construct validity and high reliability in its result.Secondly,The distributive fairness mainly comes from perceived fairness in distribution and salary,performance,title evaluation,training and teaching resources.The procedural fairness mainly derives from the perception of fairness in the aspects of salary procedure,teaching effect evaluation,promotion procedure,job allocation procedure,revision of authority participation system,consistency of system implementation,democracy and transparency.Interactive fairness is mainly resulting from perceived leadership style,attitude and evaluation.Thirdly,the results of formal measurement showed that the organizational fairness of primary school teachers in J city with municipal districts is generally at a moderate and slightly higher level,with the lowest sense of distributive fairness.Fourthly,the demographic variables of organizational fairness of primary school teachers in J city with municipal districts showed the following rules: among primary school teachers,the distribution and procedural fairness of males is significantly higher than that of females,and with the increase of age,their distribution fairness decreases significantly.Distribution and procedural fairness ofprimary school teachers of teaching age within 20 years are significantly reduced as their teaching age is increasing,but when this figure is more than 20 years,their sense of distribution and procedural fairness has a "rebound" phenomenon,showing a "U" trend.Primary school teachers with higher professional titles have higher sense of distributive and procedural fairness,and the sense of fairness in procedure and interaction of primary school teachers who hold administrative positions at the same time is significantly higher than that of primary school teachers who do not hold this kind of position,and the sense of fairness in distribution and procedure of primary school teachers in urban areas is significantly higher than that of primary school teachers in towns and rural areas.The results are based on quantitative data,and this study believes that school managers should actively pay attention to the organizational fairness of primary school teachers.First,pay attention to the teacher's psychological contract,scientifically define the professional connotation;Second,establish a teacher support system,and rationally plan a career;Third,implement a combination of discipline and education to achieve transparency of procedures;Fourth,pay attention to young teachers,to achieve specific conditions specific analysis.