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

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  • Chevalier de Dieu Kutche Tamghe

    (Institut panafricain pour le développement / Afrique de l'Ouest Sahel - Institut panafricain pour le développement / Afrique de l'Ouest Sahel)

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 results 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 conclusion suggest that taking into account equity in HRM practices would improve the level of work commitment of public secondary school teachers in Cameroon.

Suggested Citation

  • Chevalier de Dieu Kutche Tamghe, 2019. "Organizational Justice and Organizational Commitment of Public Secondary School Teachers in Cameroon," Post-Print hal-02530415, HAL.
    • Handle: RePEc:hal:journl:hal-02530415
    DOI: 10.7176/JEP/10-36-18
    Note: View the original document on HAL open archive server: https://hal.science/hal-02530415
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