Investigating Teachers' Perceptions of Organizational Justice: The Role of Organizational, Economic, and Personality Factors

Authors

1 Associate Professor, Department of Sociology, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran

2 Master's in Social Research, Department of Sociology, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran

3 Master's in Social Research, Department of Sociology, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran.

4 Ph.D student of sociology of social issues in Iran, Department of Sociology, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran.

Abstract

Objectives: Social justice, as one of the most important concepts in the humanities, possesses depth and multifaceted dimensions. The present study aims to examine teachers’ perceptions of organizational justice and the role of organizational, economic, and personality factors in shaping it. The conceptual definition of organizational justice perception is adopted as teachers’ subjective evaluation of fairness in resource distribution, procedures, and workplace interactions. This concept is theoretically analyzed using justice theories (Rawls, 1971) and the perspectives of Iranian scholars (Motahari, 2018; Safari Shali, 2013, 2023). To develop the selected theoretical framework, a mixed approach integrating different perspectives was adopted. Methods: This research follows a positivist paradigm and a deductive strategy, employing a quantitative survey method for implementation. Data were collected using a questionnaire. The statistical population consisted of middle school teachers in Shahriar County, with a sample size of 303 determined using Cochran’s formula. Data were analyzed using SPSS software through descriptive and inferential tests. Findings: The results indicated that teachers’ evaluations of organizational conditions (correlation coefficient: 0.250), economic conditions (0.240), and social conditions (0.091) have a direct and significant relationship with the perception of organizational justice (the dependent variable). Path analysis revealed that the variables “organizational factors” (effect coefficient: 0.186) and “economic condition evaluation” (0.159) have direct effects on the perception of organizational justice. Moreover, through the mediating variable “economic condition evaluation,” the variables “social factors” (effect coefficient: 0.309) and “organizational factors” (0.354) have an increasing effect, while the variable “individual factors” (effect coefficient: -0.110) has a decreasing effect on the main dependent variable (perception of justice). Conclusion: The findings highlight the necessity of improving organizational conditions (such as support, cohesive management, and reinforcing organizational culture) and economic conditions (such as fair salaries and job security) to enhance teachers’ perception of organizational justice. The study recommends educational and cultural policymaking aimed at increasing teachers’ job satisfaction and organizational commitment.

Keywords

Main Subjects

References

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Sociology of Social Institutions
Volume 12, Issue 26
February 2026
Pages 225-255

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