The relationship between organizational justice and job satisfaction in teachers working in general, special and gifted education systems

Human science researchers specially industrial organizational experts have noticed the importance of organizational justice as a substantive and essential foundation for proficiency of organizational processes and job satisfaction of staff. It is claimed that justice is a first factor of healthiness of social institutes. in this research the relationship between organizational justice and its components including distributive, procedural, and interactive justice, with job satisfaction among teachers working in general, special and gifted education systems was studied. 300 male and female teachers in general, special and gifted guidance schools in karaj were selected according to convenience sampling and answered to researcher- made organizational justice and job satisfaction questionnaires (Minaee and Vismeh, 2000). In order to analyze data, t test, variance analysis, regression and Pearson correlation were used. Findings of this research showed significant relationship between organizational justice and job satisfaction in teachers working in general, special and gifted schools (P<0/01). Results did not reveal significant differences in teacher's perceptions of organizational justice in general, special and gifted schools. considering organizational justice among staff of organizations specially teachers play an important role in increasing job satisfaction.