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School Justice as a Predictor of Teachers' Job Performance in Kampala's Private Secondary Schools: Implications for Educational Management
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This study investigates the influence of school justice on teachers’ job performance in selected private secondary
schools in Kampala Capital City, Uganda. The study sought to specifically assess the following specific objectives; i) To
examine the influence of fair decision-making on teachers’ job performance, ii) To determine the influence of equitable
resource allocation on teachers’ job performance, and iii) To establish the influence of transparent leadership on teachers’
job performance in selected private secondary schools in Kampala Capital City, Uganda. The study revealed that fair
decision-making has a statistically positive significant and moderate influence on teachers’ job performance in selected
private secondary schools in Kampala Capital City, Uganda. Additionally, the study revealed that equitable resource
allocation has a statistically positive significant and very strong influence on teachers’ job performance in selected private
secondary schools in Kampala Capital City, Uganda. The study further revealed that transparent leadership has a
statistically positive significant and strong influence on teachers’ job performance in selected private secondary schools in
Kampala Capital City, Uganda. The study concludes that school justice significantly influences teachers’ job performance
in selected private secondary schools in Kampala Capital City, Uganda in that an enhancement in fair decision-making,
equitable resource allocation, and transparent leadership would resultantly foster to an advance in teachers’ job
performance in selected private secondary schools in Kampala Capital City, Uganda. The study recommends school
administrators to ensure distributive justice through fair workload allocation, equitable resource distribution, and
performance-based recognition as this may directly have an impact on teachers’ job performance in private secondary
schools in Kampala Capital City, Uganda.
International Journal of Innovative Science and Research Technology
Title: School Justice as a Predictor of Teachers' Job Performance in Kampala's Private Secondary Schools: Implications for Educational Management
Description:
This study investigates the influence of school justice on teachers’ job performance in selected private secondary
schools in Kampala Capital City, Uganda.
The study sought to specifically assess the following specific objectives; i) To
examine the influence of fair decision-making on teachers’ job performance, ii) To determine the influence of equitable
resource allocation on teachers’ job performance, and iii) To establish the influence of transparent leadership on teachers’
job performance in selected private secondary schools in Kampala Capital City, Uganda.
The study revealed that fair
decision-making has a statistically positive significant and moderate influence on teachers’ job performance in selected
private secondary schools in Kampala Capital City, Uganda.
Additionally, the study revealed that equitable resource
allocation has a statistically positive significant and very strong influence on teachers’ job performance in selected private
secondary schools in Kampala Capital City, Uganda.
The study further revealed that transparent leadership has a
statistically positive significant and strong influence on teachers’ job performance in selected private secondary schools in
Kampala Capital City, Uganda.
The study concludes that school justice significantly influences teachers’ job performance
in selected private secondary schools in Kampala Capital City, Uganda in that an enhancement in fair decision-making,
equitable resource allocation, and transparent leadership would resultantly foster to an advance in teachers’ job
performance in selected private secondary schools in Kampala Capital City, Uganda.
The study recommends school
administrators to ensure distributive justice through fair workload allocation, equitable resource distribution, and
performance-based recognition as this may directly have an impact on teachers’ job performance in private secondary
schools in Kampala Capital City, Uganda.
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