1. Organizational Justice Perceptions of Virginia High School Teachers: Its Relationship to
Organizational Citizenship Behavior and Student Achievement
Dr. Travis Burns, Ed.D.
Principal of Page Middle School, 6636 Short Lane, Gloucester, Virginia 23061
2012 Virginia Education Research Association Annual Conference
Values and Perceptions of Teachers
September 21, 2012
*The author recognizes the contributions of Dr. Michael DiPaola, Ed.D., Chair,
Dr. James Stronge, Ph.D., Dr. Megan Tschannen-Moran, Ph.D.
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2. Research Questions
1) What is the relationship between organizational justice and student
achievement on the Virginia Standards of Learning (SOL) End-of-Course
(EOC) Tests: English 11: Reading; English 11: Writing: Biology; and United
States History?
2) What is the relationship between organizational justice and organizational
citizenship behaviors of classroom teachers in Virginia high schools?
3) What are the collective and relative effects of organizational justice,
organizational citizenship behavior, and socio-economic status in
explaining variance in student achievement with respect to effect size as
measured by the Virginia Standards of Learning (SOL) End-of-Course
(EOC) Tests: English 11: Reading; English 11: Writing: Biology; and United
States History?
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3. Methodology and Sample
• The OJ and OCB Scales were • Only two high schools in the sample
administered by the researcher served grades 8 through 12. The
and/or designee [teachers] during remaining 32 schools served grades
regularly scheduled faculty 9 through 12;
meetings;
• The largest school by enrollment
• Sample consisted of 34 Virginia had a student population of 2083;
High Schools;
• Demographic data and mean SOL • The smallest school in the study
scores for the 2010-2011 academic had a student population of 259.
year were obtained from the
VADOE;
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4. Question 1. What is the relationship between organizational justice and
student achievement? Correlational Analysis
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5. Question 2. What is the relationship between organizational justice and
organizational citizenship behavior? Correlational Analysis and Reliability of
Instruments
OJ and OCB Reliability of Instruments
Strong/Positive Relationship • (OJ) - Cronbach’s alpha for the OJS stood
at .96.
• (r = .60, p<.01)
• (OCB) - Cronbach’s alpha for
organizational citizenship behavior stood
at .89.
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6. Question 3. What are the collective and relative effects of organizational
justice, organizational citizenship behavior, and socio-economic status in
explaining variance in student achievement? Multiple Regression Analysis
OJ SES (FRL)
NO DIRECT RELATIONSHIPS TO STRONG INVERSE RELATIONSHIPS
Reading (β = -.03, p = n.s.) TO
Writing (β = .04. p = n.s.) Reading (β = -.70, p<.01)
Biology (β = -.14, p = n.s.) Writing (β = -.74. p<.01)
United States History (β = -.21, p = n.s.). Biology (β = -.57, p<.01)
United States History (β = -.66, p<.01)
OCB
STRONG POSITIVE RELATIONSHIPS TO
Biology (β = .52, p<.1)
Reading (β = .34, p<.05)
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7. Variance (r²) in explaining student achievement :
OJ, OCB and SES
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8. Additional Findings. What is the relationship between organizational
citizenship behavior and student achievement? Correlational analysis
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9. Conceptual Model of Existing, Hypothesized, and
Confirmed Relationships
Existing/Confirmed
Hypothesized
Confirmed by this study
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10. Implications
• Organizational justice (OJ) may enhance
organizational citizenship behavior (OCB);
• OCB is significantly and positively related to student
achievement;
• OJ is a function of the principal’s application of
rules/policies and interactions with school faculty;
• Principals must foster school cultures that promote a
sense of fairness.
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11. Principal’s Principles of Justice
• Be equitable in celebrating • Put the mission of the school first
individual and group successes; (self-interest should be subordinated
• Be perceived as fair in the to the good of the whole);
assignment of duties (examples: • Take responsibility for mistakes and
lunch duty, bus duty, etc); correct them;
• Allow teachers to have a voice. • Base decisions on data as opposed
Maintain an “open door” policy; to rumor and innuendo;
• Be open and sensitive to the needs • Elicit the opinions of staff members;
of teachers when communicating • Be honest, open, sincere,
bad/negative information; trustworthy, and impartial.
• Strike a balance between
consistency and flexibility in the (Adapted from Hoy & Tarter, 2004)
application of procedures and rules;
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