Fair practices for sustainable private schools: The role of perceived organizational justice in fostering teacher commitment and citizenship behavior

This study investigates the crucial role of perceived organizational justice (POJ) in fostering organizational commitment (OC) and organizational citizenship behavior (OCB) among private secondary school teachers and its implication for school sustainability. Recognizing that teacher satisfaction and retention are paramount for private schools' long-term sustainability, understanding how perceptions of fairness shape teachers' behavior is essential. Equity and social exchange theories provide the theoretical framework. A cross-sectional approach was used to collect data from 100 respondents using an adapted questionnaire to examine the correlation among the variables. Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed strong positive relationships. The study explored whether fairness practices, such as resource allocations, decision-making and respectful interpersonal interactions, and components of POJ foster collaborative initiatives. It hypothesized that teachers perceiving fairness are more likely to be committed and engage in extra-role behaviors benefiting the school. The results indicated a significant positive relationship between POJ and both OC and OCB. Furthermore, OC partially mediated the relationship between POJ and OCB, suggesting that fairness perceptions influence OCB both directly and indirectly through increased commitment. Findings underscore the importance of fair practices in cultivating a positive and supportive school environment. When teachers feel valued and treated fairly, they are more likely to be satisfied, motivated and invested in the social sustainability of private schools. This study contributes to the organizational justice literature by focusing on its impact on teachers in private secondary schools, emphasizing the practical implications of POJ for enhancing teachers’ satisfaction, promoting retention, and contributing to the social sustainability of these institutions. The study recommends that school administrators prioritize implementing equitable policies and practices across all school operations, including resource allocation, performance evaluation, and professional development, to cultivate a positive and supportive culture of fairness, ultimately contributing to private educational institutions' long-term sustainability and educational excellence.