Organizational justice perceptions of Virginia high school teachers: Relationships to organizational citizenship behavior and student achievement

An emergent research base suggests that teacher perceptions of fairness with respect to interactions with school administrators, decision-making processes, and decision outcomes have much to contribute to our understanding of effective schools. This study focused on the relationship between organizational justice and organizational citizenship behavior (OCB) in the high school setting and their relationships to student achievement. Correlational analysis was used to analyze and measure the strength of the relationships between examined variables. The study found a positive and significant relationship between organizational justice and organizational citizenship behavior in Virginia public high schools. No evidence was found for a significant correlation between organizational justice and student achievement. Results of the study are discussed in terms of their implications for future research on organizational justice.