ORGANIZATIONAL JUSTICE, AS A PREDICTOR OF SCHOOL CULTURE AND TEACHERS’ WELL-BEING AT SECONDARY LEVEL

Abstract

The present study aimed to examine the organizational justice, as a predictor of school culture and teachers’ workplace well-being at secondary level. A causal-comparative research design was used to conduct the study. Population of the study was comprised of all secondary school male and female teachers of Multan division. Multi-stage sampling technique was used to draw sample of present study. Sample of present study was (Male=640, Female=450)1090 teachers were selected proportionately which were the 30% of total population. Three instruments were used in present study. The results of the study clearly indicate that organizational justice and school culture have a significant impact on teachers’ workplace well-being at the secondary school level. Findings confirmed strong and significant relationships among the variables. Organizational justice emerged as the significant predictor, as it not only promotes a positive and collaborative school culture but also strongly enhances teachers’ workplace well-being. Although school culture also contributes positively to well-being, its effect is weaker compared to organizational justice, suggesting that fair treatment, transparent procedures, and respectful interactions are more influential in shaping teachers’ work experiences. It is recommended that head teachers may actively promote organizational justice and positive school culture to enhance secondary school teachers’ workplace well-being.