PRINCIPALS’ INTERACTIONAL JUSTICE AS CORRELATES OF TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOUR IN SECONDARY SCHOOLS IN DELTA STATE

Abstract

The study investigated principals’ interactional justice as correlates of teachers’ organizational citizenship behaviour in secondary schools in Delta State. One research question guided the study and one null hypothesis was tested at 0.05 level of significance. Correlational research design was used in carrying out the study. The population of the study consisted of 12,473 teachers in 465 public secondary schools in Delta State. A sample size of 1,250 teachers was drawn for the study using proportionate stratified random sampling technique. Two set of instruments titled “Interactional Justice Scale (IJS) and “Organizational Citizenship Behaviour Scale (OCBS)’’ were used for data collection. The instruments were subjected to face validation by three experts, two in the Department of Educational Management and Policy, and a specialist in Measurement and Evaluation all in the Faculty of Education, Nnamdi Azikiwe University, Awka. The instruments were subjected to test of internal consistency using Cronbach alpha which yielded overall coefficient of 0.84 for IJS and 0.86 for OCBS.  The researcher together with six research assistants administered copies of the questionnaires directly to the respondents and a 96 percent return rate of the instruments was recorded. Data were analyzed using Pearson Product Moment Correlation for the research questions, and multiple regression for the hypotheses. The findings of the study revealed among others that there was strong relationship between principals’ interactional justice and their organizational citizenship behaviour in secondary schools in Delta State. It was also reported that there is significant relationship between principals’ interactional justice and their organizational citizenship behaviour in secondary schools in Delta State. Based on the findings, it was recommended among others that Ministry of Education should plan and organize capacity building programmes to empower and enrich the knowledge of principals’ interactional justice to improve the organizational citizenship behaviour of teachers.