Organizational Justice and Organizational Commitment of Public Secondary School Teachers in Cameroon

Abstract

This article aims to analyze the impact of organizational justice on the work commitment of public secondary school teachers in Cameroon. To achieve this, we mobilized the theory of social exchange (Blau, 1964, Gouldner, 1960) and opted for a quantitative approach. This was conducted using a random sample of 426 teachers. Thus, the descriptive analysis shows that the level of equity in managerial practices concerning public secondary schools in Cameroon is low. Similarly, the linear regression reveals that distributive justice, procedural justice and interactional justice have a significant influence on teachers' commitment to work. These conclusions were discussed in the perspective of Magner and Johnson (1995) and Chênevert, Charest and Simard (2007) whose results corroborate ours. In contrast, Müller and Djuatio (2011) found no significant link between distributive justice and employee commitment. The results suggest that taking into account equity in HRM practices would improve the level of work commitment of public secondary school teachers in Cameroon.

Key-words: HRM practices, organizational justice, work commitment, social exchange, public secondary education

DOI: 10.7176/JEP/10-36-18

Publication date: December 31^st 2019