Organizational Justice Perceptions of Virginia High School Teachers: Its Relationship to           Organizational Citizens...
Research Questions        1)    What is the relationship between organizational justice and student              achieveme...
Methodology and Sample   •    The OJ and OCB Scales were          •   Only two high schools in the sample        administe...
Question 1. What is the relationship between organizational justice andstudent achievement? Correlational Analysis        ...
Question 2. What is the relationship between organizational justice andorganizational citizenship behavior? Correlational ...
Question 3. What are the collective and relative effects of organizationaljustice, organizational citizenship behavior, an...
Variance (r²) in explaining student achievement :OJ, OCB and SES                                               7Burns, T. ...
Additional Findings. What is the relationship between organizationalcitizenship behavior and student achievement? Correlat...
Conceptual Model of Existing, Hypothesized, andConfirmed Relationships                               Existing/Confirmed   ...
Implications    • Organizational justice (OJ) may enhance      organizational citizenship behavior (OCB);    • OCB is sign...
Principal’s Principles of Justice     •   Be equitable in celebrating            •   Put the mission of the school first  ...
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2012 VERA Conference Presentation on Organizational Justice and Organizational Citizenship Behavior

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  • When SES not factored into equation – Reading (24%), Writing (15%), Biology (34%), and US History (14%)
  • 2012 VERA Conference Presentation on Organizational Justice and Organizational Citizenship Behavior

    1. 1. Organizational Justice Perceptions of Virginia High School Teachers: Its Relationship to Organizational Citizenship Behavior and Student Achievement Dr. Travis Burns, Ed.D. Principal of Page Middle School, 6636 Short Lane, Gloucester, Virginia 23061 2012 Virginia Education Research Association Annual Conference Values and Perceptions of Teachers September 21, 2012 *The author recognizes the contributions of Dr. Michael DiPaola, Ed.D., Chair, Dr. James Stronge, Ph.D., Dr. Megan Tschannen-Moran, Ph.D. 1
    2. 2. Research Questions 1) What is the relationship between organizational justice and student achievement on the Virginia Standards of Learning (SOL) End-of-Course (EOC) Tests: English 11: Reading; English 11: Writing: Biology; and United States History? 2) What is the relationship between organizational justice and organizational citizenship behaviors of classroom teachers in Virginia high schools? 3) What are the collective and relative effects of organizational justice, organizational citizenship behavior, and socio-economic status in explaining variance in student achievement with respect to effect size as measured by the Virginia Standards of Learning (SOL) End-of-Course (EOC) Tests: English 11: Reading; English 11: Writing: Biology; and United States History? 2Burns, T. (2012)
    3. 3. Methodology and Sample • The OJ and OCB Scales were • Only two high schools in the sample administered by the researcher served grades 8 through 12. The and/or designee [teachers] during remaining 32 schools served grades regularly scheduled faculty 9 through 12; meetings; • The largest school by enrollment • Sample consisted of 34 Virginia had a student population of 2083; High Schools; • Demographic data and mean SOL • The smallest school in the study scores for the 2010-2011 academic had a student population of 259. year were obtained from the VADOE; 3Burns, T. (2012)
    4. 4. Question 1. What is the relationship between organizational justice andstudent achievement? Correlational Analysis 4Burns, T. (2012)
    5. 5. Question 2. What is the relationship between organizational justice andorganizational citizenship behavior? Correlational Analysis and Reliability ofInstruments OJ and OCB Reliability of Instruments Strong/Positive Relationship • (OJ) - Cronbach’s alpha for the OJS stood at .96. • (r = .60, p<.01) • (OCB) - Cronbach’s alpha for organizational citizenship behavior stood at .89. 5Burns, T. (2012)
    6. 6. Question 3. What are the collective and relative effects of organizationaljustice, organizational citizenship behavior, and socio-economic status inexplaining variance in student achievement? Multiple Regression Analysis OJ SES (FRL) NO DIRECT RELATIONSHIPS TO STRONG INVERSE RELATIONSHIPS Reading (β = -.03, p = n.s.) TO Writing (β = .04. p = n.s.) Reading (β = -.70, p<.01) Biology (β = -.14, p = n.s.) Writing (β = -.74. p<.01) United States History (β = -.21, p = n.s.). Biology (β = -.57, p<.01) United States History (β = -.66, p<.01) OCB STRONG POSITIVE RELATIONSHIPS TO Biology (β = .52, p<.1) Reading (β = .34, p<.05) 6Burns, T. (2012)
    7. 7. Variance (r²) in explaining student achievement :OJ, OCB and SES 7Burns, T. (2012)
    8. 8. Additional Findings. What is the relationship between organizationalcitizenship behavior and student achievement? Correlational analysis 8Burns, T. (2012)
    9. 9. Conceptual Model of Existing, Hypothesized, andConfirmed Relationships Existing/Confirmed Hypothesized Confirmed by this study 9Burns, T. (2012)
    10. 10. Implications • Organizational justice (OJ) may enhance organizational citizenship behavior (OCB); • OCB is significantly and positively related to student achievement; • OJ is a function of the principal’s application of rules/policies and interactions with school faculty; • Principals must foster school cultures that promote a sense of fairness. 10Burns, T. (2012)
    11. 11. Principal’s Principles of Justice • Be equitable in celebrating • Put the mission of the school first individual and group successes; (self-interest should be subordinated • Be perceived as fair in the to the good of the whole); assignment of duties (examples: • Take responsibility for mistakes and lunch duty, bus duty, etc); correct them; • Allow teachers to have a voice. • Base decisions on data as opposed Maintain an “open door” policy; to rumor and innuendo; • Be open and sensitive to the needs • Elicit the opinions of staff members; of teachers when communicating • Be honest, open, sincere, bad/negative information; trustworthy, and impartial. • Strike a balance between consistency and flexibility in the (Adapted from Hoy & Tarter, 2004) application of procedures and rules; 11Burns, T. (2012)

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