Procedural Justice, Public Service Motivation, and Teacher Well-Being Influencing Work Engagement in Indian Schools

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 1
  In Roundtable Session: The Teachers Are Not OK: Supporting Teacher Well-Being, Motivation, & Engagement

Abstract

This study investigates how procedural justice perceptions influence teacher work engagement in Indian K–12 schools, emphasizing the moderating role of public service motivation and the mediating function of teacher well-being. Drawing on social exchange theory and person–environment fit theory, we examine 435 teachers across public and private schools affiliated with India’s Central Board of Secondary Education (CBSE). Results reveal that teacher well-being mediates the relationship between procedural justice and engagement, while PSM significantly strengthens this pathway. Findings address gaps in organizational justice research, highlighting how motivational dispositions interact with fairness perceptions to foster engagement. Policy and leadership implications underscore fostering procedural fairness, nurturing intrinsic public service values, and prioritizing teacher well-being to enhance educational outcomes amid complex institutional settings.

Authors

• Deepak Sharma, Indian Institute of Management

• Furkan Khan, Indian Institute of Management