The Impact of Organizational Justice on Teacher Professional Learning in China

• In Event: Diversity and Activism in Teacher Education

Abstract

This study attempts to find the impact of organizational justice on teacher professional learning in China, while analyzing the mediating role of job satisfaction. A data of 306 respondents work in primary school of Eastern China was collected. Multiple linear regression was used to explored the impact of organizational justice on teacher professional learning, and structural equation model verified whether job satisfaction plays a mediating role. The results showed that the overall organizational justice has a positive effect on teacher professional learning, while distributive, procedural and interactional justice are all positively related to teacher professional learning. Job satisfaction plays a partial intermediary role in organizational justice and teacher professional learning. Implications are discussed.

Authors

• Yuan Liao, East China Normal University
  Presenting Author

• Shengnan Liu, East China Normal University
  Non-Presenting Author