Informational Justice and the Psychological Well-Being: The Case of the Teachers of the Archdiocese of Bamenda, North West Region of Cameroon

Abstract

The purpose of this study was on informational justice and the psychological well-being of the teachers of the Archdiocese of Bamenda, North West Region of Cameroon. The study employed a sequential explanatory research design. The sample for the study comprised 270 male and female teachers working in Catholic nursery, primary and secondary schools within the Mankon, Bayelle and Bambui Deaneries of the Archdiocese of Bamenda. Quantitative data were collected with the help of a questionnaire while Focus Group Discussions were conducted to generate qualitative data. Quantitative data were analyzed using the linear regression technique. Findings from Quantitative analysis of data revealed that informational justice had a significant effect on the psychological well-being of teachers of the Archdiocese of Bamenda. Analysis of qualitative findings indicated that teachers were generally dissatisfied with informational justice practices in the Catholic Education Agency of the Archdiocese of Bamenda. Based on these findings, the study recommended that private sector education employers should uphold honesty, accountability and transparency in the management of subventions and payment of salaries to teachers and that they allow private sector education teachers to exercise their right to form trade union to defend their labour interests.

Keywords: Informational Justice, Teachers’ Psychological Wellbeing.

DOI: 10.7176/JEP/15-5-14

Publication date: April 30^th 2024