جستجوی مقالات مرتبط با کلیدواژه « عدالت رویه ای » در نشریات گروه « علوم تربیتی »

One of the aims of the student selection system is to achieve justice. In this regard, the study was conducted to investigate the procedural justice in the student selection system for bachelor's degrees. To achieve this aim, the mixed method was used. First, data were collected through interviews with experts and analyzed by thematic analysis method, and thus, indexes for procedural justice were obtained to examine the student selection system. Then, the views of students and faculty members regarding the level of fulfillment of the mentioned indexes in the student selection system were collected through a questionnaire and were analyzed with descriptive statistics and inferential statistics and findings were obtained. These findings indicate that both groups of students and faculty members believe the student selection system is not in a good position in terms of procedural justice. Also, according to these findings, there is a significant difference between the views of students and faculty members regarding the level of fulfillment of procedural justice in the student selection system.

AbstractAccording to strategic human resource management, employees are considered as the assets of the organization, and appropriate training and improvement in this regard are considered as an effective investment in these assets. Training and improving the employees is a strategic action that improves the quality of the job at the individual level, is the factor of excellence at the organizational level and development of the organization at the national level that leads to an increase in productivity. The human resources training and improvement system acts as a complement to the employment system, which empowers employees and guarantees future success. The main purpose of this research is to identify and prioritize the indicators of justice-oriented training and improvement system. The research method was mixed exploratory, in which qualitative and quantitative data was collected through interviews and questionnaires. A sample of 15 experts (human resources management professors) was selected through purposeful judgment sampling. The validity of the coding process was evaluated via re-coding method, and also the validity was assessed using re-examination of the interviewees. The indicators of the justice-oriented training and improvement system were identified by means of interview and Scott reliable coefficient and they were analyzed for a prioritization in an analytical hierarchy process questionnaire based on the AHP method. Finally, according to the results of the research, the indicators of proportionality, accessibility and effectiveness in regard with distributive justice dimension, indicators of bias, correct ability, representativeness and standardization and in respect with the procedural justice dimension, indicators of respect, trustfulness and feedback with regard to the interactional justice dimension and finally the indicators of justification, clarification and information sharing in regard with informational justice dimension were identified and prioritized in the training and improvement system.

The aim of this study was to investigate the factors that predict building trust in the relationships between managers and high school teachers in girls’ high school in Qazvin. Descriptive correlational study was used. The study population consisted of female high school principals and teachers in secondary education in Qazvin. Four questionnaires were used to collect the data, namely: trust questionnaire (Nyhan and Marlowe, 1997), transformational leaders questionnaire (Yasin, 1985), procedural justice questionnaire (Nyhf and Moorman, 1993), and organizational support questionnaire (Hgvatr and others, 2003). In order to analyze the data, Pearson correlation coefficient and multiple regression were used. The results showed that, there is a significant positive relationship between transformational leadership, the perceived justice support, and trust. Also the transformational leadership style has the greatest impact on confidence and all three variables are significant at a level of less than 001/0.

From the perspective of higher education theories, university like other organizations can be flexible if it is capable of multiple responses to its environment. In the literature, this flexible behavior is conceptualized as organizational flexibility. A Flexible organization considers organizational justice. The purpose of this study was to assess the relationship between organizational flexibility and organizational justice from the employee’s point of view at Shiraz University. Population was all employees of Shiraz University in 2013-2014. By simple random sampling, 181 employees of various Colleges were selected. The instruments of this study were two questionnaires included organizational justice and “organizational flexibility “(Made), the reliability of both organizational flexibility scale and organizational justice scale was 0/94.
Data was analyzed by correlation matrices and MANOVA tests. The results indicated: 1) there is a significant relationship between organizational flexibility and dimension of organizational justice. 2) There is no interactive relationship between gender and employees perceptions of organizational flexibility with their perception of organizational justice. 3) There is no interactive relationship between employment record and employees perceptions of organizational flexibility with their perception of organizational justice. 4) There is no interactive relationship between college degree and employees perceptions of organizational flexibility with their perception of organizational justice.

Purpose of this study is analyzed of relation between Dimensionsof ConceptualOrganizational Justice and Organizational Citizenship Behavior among teachers. The data was collected from 357 teachers of Gilan province through two questionnaires, which named as organizational justice questionnaire and citizenship behavior questionnaire.
Statistical methods as correlation coefficient and Regression are used to analyze data. Results showed that variable of conceptual organizational justice and its three ranges have sensitive positive relation with organizational citizenship behavior. Also, Results of Regression analysis show that the Procedural justice has moreeffective relation with teachers` organizational citizenship behavior.

The aim of this paper was studying the relationship between components of organizational justice and organizational commitment in teachers of elementary schools in Tehran. For this purpose، 486 teachers in elementary schools have been chosen through multi stage sampling. Niehoff and Moorman’s (1993) questionnaire was used to measure organizational justice and Meyer and Allen’s (1990) questionnaire was employed to measure organizational commitment. In order to analyze the data، statistical methods of correlation coefficient and regression analysis were applied. The findings showed a positive and significant relationship between threefold components of organizational justice (namely distributive، procedural and interactional) and general organizational commitment and its threefold areas (namely affective، normative and continuance commitment) except for the distributive justice component and continuance commitment. Among all predictor variables (i. e. threefold components of organizational justice: interactional، procedural and distributive)، interactional justice turned out to be the best predictor variable for organizational commitment in a way that interactional justice along with distributive justice managed to predict affective organizational commitment. Furthermore، in predicting normative commitment and general organizational commitment، interactional justice was the only variable which played a role and had the capability of predicting normative and general commitment. Also procedural justice could predict continuance component of organizational commitment.

In this study, the purpose is to survey the relationship between procedural justice and organizational efficacy in higher education institutes in Bojnourd. The research methodology was based on mapping studies and the research tools were the standard questionnaires of the organizational justice Niehoff-Morfen and Parson's organizational efficacy. Their validity was confirmed and their reliability was measured through Cronbach test as 81% and 89% respectively. The statistical population (862) was divided into two subgroups: 1. Academic board members. 2. All recruited office staff in higher education institutes of Bojnourd. Samples were (286) randomized based on Morgan Table from the classified recruited employees of higher education institutes in Bojnourd. The results of Tests of Solidarity and Lisrel output showed that main hypothesis was confirmed with 99% reliability by using correlation tests. There is also a significant relationship between procedural justice components, namely standardized morality of procedural justice, avoiding bias and prejudice in procedural justice, and adjustability in procedural justice with organizational efficacy by 99% reliability.

This study aimed at determining the relationship between teachers’ perception of organizational justice and their work engagement in high schools at city of Isfahan. The method was correlational and population included all the girl’s school teachers in 5-fold areas of Isfahan (N= 2608) in academic year of 2010-2011. The sample consisted of 355 that were selected through stratified random sampling technique. The tools used were two questionnaires namely، Organizational Justice (Neihoff and Marmoon، 1993) with reliability of 0/95 and Work Engagement (Chaufeli et al.، 2002) with reliability of 0/84. The collected data were analyzed using descriptive statistics (frequency، percentage، mean، standard deviation، and variance) and inferential statistics (Pearson correlation coefficient، regression coefficient، and MANOVA). Findings indicated that distributive justice has a significant relationship with work engagement (r= 0. 21) and its dimensions; procedural justice has a significant relationship with work engagement (r= 0. 16) and its dimensions except with dedication in work; and interactive justice also has a significant relationship with work engagement (r= 0. 23) and its dimensions. The results also show that there is not a significant mean difference between respondents’ perception with respect to their education and years of experience on both the two variables، namely organizational justice and work engagement.

Justice and its implementation is a basic and natural need of human being that consistently throughout the history provided a proper context for the development of human society. The purpose of this research was to study the relationship between factors of organizational justice based on viewpoint of employees and academics of Islamic Azad University - Ayatollah Amoli Branch. Data were collected using the Rego & Kanha (2006) questionnaire. After determination of validity and reliability (α=0.82)¡ this questionnaire was administered to a random sample of 127 respondents. For data analysis¡ some statistical techniques such as Spearmanand Pearson correlation coefficients as well as T-test were used. Findings showed positive relationships between some factors of organizational justice in general. Finally¡ it was concluded that organizations cannot survive without justice which has to be observed in organizations as part of ethical responsibility managers.

The present study investigates the relationship between organizational justice and organizational health among employees in Education Department in Northern Khorasan during the year 1388. The statistical population of the research includes all full time and part time employees in the department. Using KREJCIE-Morgan table, a sample of 141 was selected through stratified sampling. The research method is correlational descriptive. Research instruments include Organizational Justice Inventory (Niehoff and Moorman, 1993) and a researcher made organizational health inventory. The validity of the inventories was confirmed by the experts in the field. The Cronbach alpha reliability indices were determined to be 0.87 and 0.84. The results show that there is a significant relationship between organizational justice components (distributive, procedural and interactional justice) and the institutional health at p

The presentCurrent study was conducted to introduce using a structural model for to examine the effect of transformational leadership style of principals on academic achievement through mediating role of procedural justice; trust in principal, intrinsic job satisfaction, organizational commitment and organizational citizenship behavior of teachers. A sample including of 449 teachers in grade 5 and 166 principals of boy’s primary schools in 10 educational school districts of Tehrancity was selected and participated in the study. D data were collected through by 6 questionnaires. Principals were respondents to completed the organizational citizenship behavior questionnaire and other questionnaires were completed administered to by teachers. Academic achievement was calculated measured by averaging the grade 5 student’s’ scores results on district level examination in science and math. Construct validity and measurement model of latent variables were confirmed, using exploratory and confirmatory factor analysis. Then the effect of transformational leadership and mediateing variables on academic achievement and also goodness of fit indexes of hypothesized and 5 alternative models were analyzed. Results demonstrated indicated that hypothesized and 3 alternative the initial models did not don’t have good fit with observed data. After developing the final model, all of direct, indirect and total effects were found to be significant. This model has showed good fit with observed data and explained 0.32 of variance of academic achievement. In general, the results indicated that academic achievementtransformational leadership of principal hads significant.

This research administered with the aim of investigates the relationship between trust of teachers to manager and organization with perceived distributive, procedural and interactional Justice among teachers in Isfahan city. On the basis of this goal, prom statistical universe, which include all of the teachers of 5 regions of Isfahan Education organization, 361(male=127 & female=234) person selected for answer to the research questionnaires, with using cluster multistage random sampling research questionnaires were: two questionnaires for trust with manager and organization and three questionnaires for dimensions perceived organizational justice distributive, procedural and interactional data analyzed with use of canonicals’ correlation and stepwise regression analysis. Correlation trust with organization and organizational justice dimensions and there is no relation between second couple correlation trust with manager and organizational justice dimensions. Also in predicting the trust with organization by perceived organizational justice dimensions, results showed that only interactional justice had high predictive power.