Organizational Justice and Organizational Commitment of Public Secondary School Teachers in Cameroon

Chevalier de Dieu Kutche Tamghe ()
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Chevalier de Dieu Kutche Tamghe: Institut panafricain pour le développement / Afrique de l'Ouest Sahel - Institut panafricain pour le développement / Afrique de l'Ouest Sahel

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Abstract: This article aims to analyze the impact of organizational justice on the work commitment of public secondary school teachers in Cameroon. To achieve this, we mobilized the theory of social exchange (Blau, 1964, Gouldner, 1960) and opted for a quantitative approach. This was conducted using a random sample of 426 teachers. Thus, the descriptive analysis shows that the level of equity in managerial practices concerning public secondary schools in Cameroon is low. Similarly, the linear regression reveals that distributive justice, procedural justice and interactional justice have a significant influence on teachers' commitment to work. These results were discussed in the perspective of Magner and Johnson (1995) and Chênevert, Charest and Simard (2007) whose results corroborate ours. In contrast, Müller and Djuatio (2011) found no significant link between distributive justice and employee commitment. The conclusion suggest that taking into account equity in HRM practices would improve the level of work commitment of public secondary school teachers in Cameroon.

Keywords: work commitment; social exchange; public secondary education; organizational justice; HRM practices; Pratiques de GRH; Gestion des ressource humaines; Etablissements scolaires; Justice organisationnelle; Echange social; Engagement organisationnel (search for similar items in EconPapers)
Date: 2019
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Published in Journal of Education and Practice, 2019, 10 (36), pp.157-166. ⟨10.7176/JEP/10-36-18⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-02530415

DOI: 10.7176/JEP/10-36-18

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