DETERMINANTS OF PERCEIVED REWARD JUSTICE AND THEIR EFFECT ON EMPLOYEE COMMITMENT: A CASE OF TEACHERS IN MURANG’A COUNTY

Daniel N Waruingi

Abstract


The purpose of this paper is to identify the factors that may reduce teachers' dissatisfaction in schools. The paper examines teacher’s perception on organizational justice procedural and distributive justice. With globalization increasing, organizational justice procedural and distributive justice has emerged as an important workplace issue. Organizational justice can affect not only the long-term viability of an organization but also to a large extent determine the economic well-being of a nation and its competitiveness in the global front. It, therefore, has a great impact on organizations, especially in terms of relationship between employer and employee. Hence, the study on the influence of Distributive and Procedural Justice on Employees’ Commitment which is guided  by the objectives that is; to determine the influences of the teachers reward, workload, promotion, and the disciplinary and capability procedures on their perception of distributive and procedural justice and hence commitment. The study has been done by utilizing a descriptive research design. The study found out  that the respondents in the study felt that the overall rewards they received and the level of pay was not quite fair considering the responsibilities, amount of education and training they had, the amount of effort they had put forth, the level of pay, the stresses and strains of their job. This therefore negatively influenced the teacher’s commitment since they felt dissatisfied. It was established that the workload influenced the teachers positively towards commitment. Promotion was reasonably done since the respondents were comfortable in their position hence influencing their commitment positively. The study established that discipline was administered fairly but the employees were not contented with how the decisions were made. On Affective commitment, the respondents did not feel 'emotionally attached' to their institution; they did not have a strong sense of belonging. It was also established that the staff were not continuously committed to the institution because the study showed that if they had alternatives, they would quit. About normative commitment, the study showed that the respondents did not believe that a person must always be loyal to his or her school. They did not have an issue with quitting the job.The study recommends that the schools should adopt democratic management style where managers appreciate the employee’s effort towards the job.

 

Key Words: Organizational Justice, Procedural justice, distributive justice, disciplinary procedures


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References


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