Research on the perceptions of Primary School Teachers of Larissa on Organizational Justice in the school unit and its contribution to their Organizational Commitment

The present research focuses on exploring the relationship between Organizational Justice within the school unit, the Organizational Commitment exhibited by teachers, and the role of leadership in this context. A quantitative study was conducted among primary education teachers (N=100) in Larissa using an anonymous online questionnaire. The results showed that Distributive and Interactional Justice appeared to overall enhance the Organizational Commitment of teachers. Furthermore, the Organizational Justice perceived by teachers was found to strengthen all three dimensions of Organizational Commitment. Additionally, the findings indicated that the higher the level of Organizational Justice in the school, the greater the Organizational Commitment of teachers. Finally, the study revealed that the more Procedural Justice present in the school, the more school principals provide teachers with opportunities for initiative and participation in decision-making. The results of the research could be utilized by the Ministry of Education to adopt a personnel management approach rooted in the concept of Justice.