اثر عدالت سازمانی بر به‏زیستی شغلی معلمان با میانجی‏گری استقلال شغلی در معلمان ابتدایی

استقلال شغلی به کارکنان این فرصت را می‌دهد تا در محل کار تصمیم بگیرند و دربارۀ آنچه قصد انجام آن را دارند، رای و نظر داشته باشند. عدالت سازمانی به ادراک ذهنی افراد از انصاف سازمان در تخصیص منابع، پاداش‌ها و تنبیه‌ها اشاره می‌کند. همچنین، به‏زیستی شغلی به وضعیت سلامت و رفاه روانی و جسمی ناشی از پویایی در داخل و خارج از محل کار گفته می ‏شود. هدف از انجام این پژوهش بررسی اثر عدالت سازمانی بر به‏زیستی شغلی معلمان با میانجی‏گری استقلال شغلی در معلمان ابتدایی شهر همدان بود. روش پژوهش توصیفی از نوع مطالعات همبستگی بود. جامعۀ آماری پژوهش شامل معلمان ابتدایی شهر همدان به تعداد 1748 نفر در سال ‏تحصیلی 98-1397 بود که نمونه ‏ای به تعداد 316 نفر به روش تصادفی - طبقه ‏ای نسبی از آن انتخاب شد. برای جمع ‏آوری داده ‏ها، از پرسشنامه‏ های به‏زیستی شغلی پارکر و هاییت (2011)، عدالت سازمانی نیهوف و مورمن (1993) و استقلال شغلی مورگسون و هامفری (2006) استفاده شد. روایی پرسشنامه‏ ها با بهره ‏گیری از روایی سازه و با فن تحلیل عاملی تاییدی تعیین شد. برای تعیین پایایی پرسشنامه‏ ها، از روش آلفای کرونباخ استفاده شد. تحلیل داده‏ های پژوهش با آزمون‏ های آماری ضریب همبستگی پیرسون و تحلیل مسیر تاییدی و با استفاده از نرم ‏افزار lisrel 3.50 انجام شد. یافته ‏های پژوهش نشان داد عدالت سازمانی دارای اثر مثبت و معنادار  بر به‏زیستی شغلی و استقلال شغلی دارای اثر مثبت و معنادار بر به‏زیستی شغلی بود. عدالت سازمانی نیز دارای اثر مثبت و معنادار بر استقلال شغلی بود. همچنین، عدالت سازمانی به ‏واسطۀ استقلال شغلی دارای اثر غیرمستقیم، مثبت و معنادار بر به‏زیستی شغلی بود.

the effect of organizational justice on job well-being of teachers mediated by job autonomy among elementary teachers

purpose: the job well-being of teachers is a critical issue for schools and society (duckworth et al., 2009, p. 540). research indicates that high occupational well-being in teachers helps schools stabilize their performance (creemers reezigt, 1996). on the other hand, low job well-being is considered an obstacle to school improvement and educational reforms and leads to increased teacher absenteeism (parker et al., 2012, 503). therefore, it seems that the increase in the number of vacations, absences, and late attendance at school indicates the low job well-being of teachers. on the other hand, low levels of organizational justice are closely related to negative job outcomes such as stress, low psychological well-being, and employee turnover (silva caetano, 2014, p. 24). versteegt et al. (2022) found in their research that job autonomy is an effective condition for the effect of organizational justice on job well-being. also, studies show that independent employees who determine how to do their work have high psychological and social well-being (gan cheng, 2021, p. 2).if we consider the pattern of organizational justice relationships, job autonomy, and job well-being as a phenomenon, the structure of organizational justice in elementary teachers can play a decisive role in this phenomenon. elementary teachers who receive and perceive organizational justice in procedural, process, and distributive dimensions and also, have independence in work planning, decision-making, and independence in work methods (morgeson humphrey, 2006) will achieve a positive perception of job well-being. based on this, the research question is: to what extent does organizational justice, through the mediation of job autonomy, affect teachers’ job well-being?design/methodology/approach: the research method was descriptive and correlational. the statistical population of the research was 1748 elementary teachers in hamedan city in the academic year 2017-2018, and a sample of 316 people was selected by stratified random method. the questionnaires for collecting information were: the job well-being of parker and hyett (2011), organizational justice of niehoff and moorman (1993), and job autonomy of morgeson and humphrey (2006). the validity of the questionnaires was determined using construct validity and confirmatory factor analysis techniques. the research data was analyzed with pearson correlation coefficient and confirmatory path analysis and with lisrel 3.50 software.findings: the first hypothesis: the findings showed organizational justice variable with a path coefficient of 0.26 and t value of 4.33 has a direct, positive, and significant effect on the job well-being variable.the second hypothesis: the findings showed the variable of job autonomy with the coefficient of path 0.46 and t value 5.03 has a direct, positive, and significant effect on the variable of job well-being.the third hypothesis: the findings showed organizational justice with a direct path coefficient of 0.45 and a t value of 4.95 has a direct, positive, and significant effect on the variable of job autonomy.the fourth hypothesis: the findings showed organizational justice variable with an indirect path coefficient due to job autonomy of 0.207 and t value of 3.56 has an indirect, positive, and significant effect on the job well-being variable.the results of the sobel test showed the mediating effect of job autonomy is significant in the relationship between organizational justice and job well-being.discussion and conclusion: the findings showed that organizational justice has an indirect, positive, and significant effect on the job well-being variable due to job autonomy. this means that the increase in the positive perception of elementary teachers towards organizational justice leads to an increase in the positive perception towards job autonomy, and also the increase in the job autonomy of teachers causes the increase in the job well-being of teachers. the findings of the research are aligned with the findings of versteegt et al. (2022), majumdar kumar (2022), sora et al (2021), godwin et al. (2020), le et al. (2016), nery et al. (2016), sahai singh (2016), clausen et al. (2021) ،gardner (2020), yang zhao (2018), khan et al. (2021), zeng chen (2022), butt et al (2017).