The Study On Relationships Of Teachers’ Organizational Justice,School Belongings,Job Performance In Primary School

With the increasingly fierce international competition,countries around the world have put education in the strategic position of priority development, but the key to educational developme nt lies in teachers. The sense of organizational fairness is an important factor which influences te achers’ psychology and behavior, the sense of belonging as a teacher, a member of the school, w hich produces the subjective feeling of approval and hoping to be accepted by the school, the hig h-low of the two not only affects the life quality of teachers themselves, their professional devel opment, stable and high-quality teaching staff, but also students’ academic achievement and thei r growth of body and mind, and even on school education teaching quality and the overall level of national education. Teachers’job performance as another key factor affecting the quality of sc hool education whose influencing factors are various, and the sense of organizational fairness an d belonging to school is probably one of the factors to teachers’ job performance. However, in th e present study of influencing factors on job performance, the research objects are commonly en terprises and their employees, while very few explore to educational field, few scholars measure teachers’ job performance in the school organization from the sense of organizational fairness a nd school belonging, much less from the aspect of the latter. Let alone discussion on the relation ship among organizational justice, the sense of school belonging and job performance. Therefor e, this study has made some work in this field.Adopted scale, this study conducted a questionnaire investigation in a sample of 624 teache rs of 25 primary schools in Anshun Guizhou. Taking literature review as the method, this paper has carried through investigation and analysis of the status of the sense of school belonging, org anizational justice and job performance of the primary school teachers, and carried the empirical research on the relationships among them, namely whether the school belonging acts as the med iator between the organizational justice and job performance. Finally this study puts forward so me suggestions on how to improve the organizational justice of primary school teachers, school belonging and job performance. The results of the study are as follows:1.The overall sense of organizational justice in primary school teachers remains on the medium level.Concretely reflected in:The fairness that 51 to 60 years old elementary school teachers perceived is the highest; The sense of interactive justice and procedural justice for married teachers is higher than the unmarried;Teachers who have one to five years’ teaching have lowest sense of organizational justice;The sense of fairness in elementary school teachers with higher title is higher;Primary school teachers have 3000 yuan of above on the whole have the highest sense of fairness in organizational justice, interactive justice and procedural justice;The highest sense of organizational justice lies in urban primary school teachers.2.The overall sense of School belonging in primary school teachers remains on the medium level.Concretely reflected in:Female teachers’ school belonging is higher than male teachers;The sense of School belonging that 51 to 60 years old elementary school teachers felt is the strongest; And the sense of School belonging that elementary school teachers under the age of 30 felt is the lowest;The sense of school belonging for married teachers is higher than the unmarried;Teachers who have one to five years’ teaching have minimum sense of school belonging;The sense of school belonging in elementary school teachers with higher title is higher;Primary school teachers have 3000 yuan of above on the whole have the highest sense of School belonging;The highest sense of School belonging lies in urban primary school teachers,who teaches at the township is the lowest.3.The overall job performance in primary school teachers remains on the medium level. Concretely reflected in.The elementary school teachers who under the age of 30 have the lowest job performance;The job performance for married teachers is higher than the unmarried;The job performance in elementary school teachers with higher title is higher;Primary school teachers have 3000 yuan of above on the whole have better job performance;The teaching of primary school teachers in the city the highest performance.4.The organizational justice of primary school teachers were correlated positively and signi ficantly with school belonging, therefore the sense of organizational justice has certain predictio n effect on school belonging.5.The organizational justice of primary school has significant positive correlation between t eachers’job performance and the dimensions, the organizational justice has certain prediction e ffect on job performance.6.School belonging of primary school teachers demonstrated a significantly positive correla tion between their working performance and the dimensions, so that school belonging has certai n prediction effect on the work performance.7.Primary school teachers’ school belonging acts as the mediator between the organizationa 1 justice and job performance, that is to say, sense of fairness in primary school teacher group thr ough the school belonging part affect their work performance.