A Study of the Relationship Between Teachers’ Perceptions Towards Principal’s Transformational Leadership Style and Organizational Justice at a Junior High School, Chongqing, China
Keywords:Transformational Leadership Style, Teachers, Organizational Justice.
The main purpose of this study was to determine the relationship between the teachers’ perceptions towards principal’s transformational leadership style and organizational justice at a Junior High School, Chongqing, China. The research objectives were (1) to identify the level of teachers’ perceptions towards principal’s transformational leadership style, (2) to identify the level of teachers’ perceptions towards organizational justice and, (3) to determine the relationship between teachers’ perceptions towards principal’s transformational leadership style and organizational justice at A Junior High School, Chongqing, China. The total has 91 full-time teachers teaching in different grades from 7th grade, 8th grade and 9th grade during the academic year 2020 (March-August) got involved in this study. This study used Multifactor Leadership Questionnaire developed by Bass & Avolio (1995) and used Organizational Justice Scale adopt by Colquitt (2001) to determine the relationship between teachers’ perceptions towards principal’s transformational leadership style organizational justice at A Junior High School, Chongqing, China. Results of the Pearson correlation indicated that there was a positive significant positive association between teachers’ perceptions towards principal’ s transformational leadership style and organizational justice at a Junior High School, Chongqing, China, r (91) = .697, p = .000.
Akar, H., & Ustuner, M. (2018). The Relationships between Perceptions of Teachers’ Transformational Leadership, Organizational Justice, Organizational Support and Quality of Work Life. International Journal of Research in Education and Science, 5(1), 309-322.
Ali, L. I., & Banks, J. (2019). The Relationship Between Instructors’ Transformational Leadership Style and Their Job Satisfaction In Nursing Science Faculty, University Of Somalia. Scholar: Human Sciences, 11(2), 43.
Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational dynamics, 18(3), 19-31.
Burns, J.M. (1978) Leadership. New York: Harper & Row
Burns, W. R. T. (2012). Organizational justice perceptions of Virginia high school teachers: Relationships to organizational citizenship behavior and student achievement. Dissertations, Theses, and Masters Projects. Paper 1539618644.
Colquitt, J. A. (2001). On the dimensionality of organizational justice: a construct validation of a measure. Journal of applied psychology, 86(3), 386.
Cropanzano, R., & Greenberg, J. (1997). Progress in organizational justice: Tunneling through the maze. International review of industrial and organizational psychology, 12, 317-372.
Dampier, S., & Banks, J. (2019). The Relationship Between Teachers’ Perception of the Head Teacher’s Leadership Style and Teachers’ Job Satisfaction at an International School in Bangkok. Scholar: Human Sciences, 11(1), 199.
Dymek-Thompson, C. M. (2004). Teachers’ perceptions of organizational justice as it relates to leader behavior. University of Connecticut. ProQuest Dissertations and Theses, , 79.
Eberlin, R. J. (2005). The relationship among leadership style, decision making, and organizational justice. Retrieved from Dissertations & Theses: Full Text database (AAT 3184407).
Fatimah, O., Amiraa, A. M., & Halim, F. W. (2011). The relationships between organizational justice, organizational citizenship behavior and job satisfaction. Pertanika J. Soc. Sci. & Hum, 19(5), 115-121.
Fiedler, F. E. (1967). A theory of leadership effectiveness. McGraw-Hill, New York
Fiedler, F. E. (1978). The Contingency Model and the Dynamics of the Leadership Process1. Advances in Experimental Social Psychology, 11, 59–112.
Greenberg, J. (1987). A taxonomy of organizational justice theories. Academy of Management review, 12(1), 9-22.
Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of Management, 16(2), 399-432.
Herzberg, F. (1987). One more time: How do you motivate employees? Harvard Business Review, 65(5), 109-120.
Hofmans, J. (2012). Individual differences in equity models. Psychological: International Journal of Methodology and Experimental Psychology, 33(3), 473-482.
Hoy, W. K., & Miskel, C. G. (2001). Educational administration: Theory, research, and practice. NY: McGraw Hill.
Huitt, W. (2007). Maslow’s hierarchy of needs. Educational psychology interactive, 23.
Kavanagh, P., Brown, M., & Benson, J. (2007). Understanding performance appraisal fairness. Asia Pacific journal of Human Resource, 132-150.
Khalil, E. A. H. A., & Sharaf, I. M. (2015). The impact of organizational justice on teachers’ work-related outcomes in Egypt with an integer programming model. American Journal of Economics and Business Administration, 6(4), 148-158.
Maslow, A. (1954). Motivation and personality. New York, NY: Harpe
Mauludin, H., & Endang, S. (2018). The Influences of Transformational Leadership, Organizational Justice, Trust, and Organizational Commitment Toward Employee Performance. RJOAS, 10, 82.
Rasid, S. Z. A., Manaf, M. A. A., & Quoquab, F. (2013). Leadership and organizational commitment in the Islamic banking context: The role of organizational culture as a mediator. American Journal of Economics, 3(5C), 171-176.
Terzi, A. R., Dülker, A. P., Altin, F., Çelik, F., Dalkiran, M., Yulcu, N. T., ... & Deniz, Ü. (2017). An Analysis of Organizational Justice and Organizational Identification Relation Based on Teachers’ Perceptions. Universal Journal of Educational Research, 5(3), 488-495.
Vroom, V. H. (1964). Work and motivation. San Francisco, CA: Jossey-Bass.