期刊刊名：彰化師大教育學報 　 卷期：13輯

篇名出版日期：2008年6月1日

作者：Jao-Nan Cheng,鄭燿男

語言：English

關鍵字：organizational justice,job performance,組織公正,工作表現

被點閱次數：5次

閱讀時間：172sec

摘要：
In Taiwan, there exists a common phenomenon in school, the more one involves, and the more the work load, but reword can not be added. On the contrary, the less work load, but the reword is the same. This study calls it, the involvement-reword justice. This preception influences job performances accroding to the proposition of justice theory but few studies explore the situation in Taiwan. 1449 teachers from some counties and cities in Taiwan are sampled in the study and the filled out a questionnaire from which afterwards, some teeachers are interviewed to add to the results. Testing justice and job performance. The result reveals teachers feel the distributional justice, procedural justic, interactional justic are considered fair, but the involvement-reword justice some unfair. The distributional justice and procedural justice are procedural justice are positive influence to job performance, but when the interactional and involvement-reword justice are unfair, the teachers' performance is still positive. Therefore, the justice theory can be applied to interpret the results of the distributional justice and procedural justice but the interactional and involvement-reword justice can't. This interview reveals the primarily differential results above which are in job identification and job esteem, because teachers like teaching, though the interactional and involement-reword justices are unfair but they still work hard. Noticed, the interview is the basic analysis they needs further exploration.

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