Relationship Between Perceived Organizational Justice and Teacher's Social Well-being

Social well-being depends largely on various social and cultural factors. This study was aimed at examining the degree of social well-being among teachers and describing the effect of perceived organizational justice on that. The hypotheses were derived from different theories of organizational justice and social well-being and tested accordingly. Methodologically, as a combination of documentary and field research, it investigated descriptive correlation. In a field analysis, 361 teachers working in guidance schools in the districts of 2, 8 and 17 districts of Tehran in 2013 participated by filling out questionnaires of social well-being (Keyes, 2002) and perceived organizational justice (Neihoff and Moorman, 1993). Teachers were selected and studied using multi-stage cluster sampling. Data analysis was done at two levels of descriptive (mean) and expressive (Pearson correlation coefficient and multiple linear regressions). The results showed a direct relation between perceived organizational justice and its three-dimensional elements (distributive, procedural, interactional) with the level of social well-being. Among the elements of organizational justice, interactional justice showed stronger correlation with teachers’ social well-being. The results of linear regression test indicated a linear relation between two variables of perceived organizational justice and the degree of teachers’ well-being while perceived organizational justice had the potential of predicting 25 percent of changes in teachers’ social wellbeing. Multiple regression analysis revealed interactional justice with standardized beta equivalent to 0/493 as the major predicting factor for teachers’ social well-being. Generally the results showed that teachers’ social well-being as a social construct is affected by the quality and quantity of perceived organizational justice and its three elements (distributive, procedural, interactional).