Procedural justice and its relation to the organizational commitment of teachers in the Naqab region from their point of view

Abstract

The present study aimed at revealing the degree of the effect of procedural justice on the organizational commitment of the teachers in the Naqab region from their point of view. In order to achieve the objectives of the study, the descriptive descriptive approach was followed and a two-pronged questionnaire was developed. The second axis is the organizational commitment consists of (18) paragraph. The questionnaire was applied to a sample of teachers in the Naqab area in (30) schools divided into (3) stages of education, the primary stage (10) schools, the preparatory stage (10) schools and the secondary school (10) schools were (354) teachers and teachers. After the questionnaire was applied and the appropriate statistical analysis was implemented, the study reached several results, the most important of which is the existence of a high level of organizational commitment among the principals in the Naqab region from the point of view of the teachers in all educational stages, with an average of 3.95. As for the level of procedural procedural justice of the teachers, it obtained an arithmetic mean (3.90). The study also revealed that there is a positive correlation between the field of organizational commitment and procedural justice. In light of the results of the study, the study recommended that studies of study variables should be conducted in different environments and compared with other cultures such as Western culture. It also recommended training managers on how to distribute tasks and roles among teachers, Making decisions.