Organisational justice, resilience and psychological well-being of teachers in government-aided secondary schools in Nakawa division, Kampala Capital City Authority, Uganda

Abstract

This study examined the influence of organisational justice, resilience and psychological well-being among teachers in government-aided secondary schools in Nakawa Division, Kampala Capital City Authority in Uganda. The objectives of the study were: to assess the influence of organisational justice on the psychological well-being, examine the influence of organisational resilience on the psychological well-being and determine the role of employee resilience as a moderator on the relationship between organisational justice and psychological wellbeing of teachers in government-aided secondary schools in Nakawa Division. Organisational justice was studied in terms of distributive justice, interpersonal justice, and procedural justice. Resilience was studied in terms of living authentically, maintaining perspective and managing stress, while psychological well-being was studied in terms of feeling of competency, interpersonal fit, perceived recognition, and desire for involvement. Guided by the correlational research design, this study was quantitative and involved a sample of 184 teachers who provided questionnaire data. Smart Pls was used to do partial least squares structural equation modelling (PLS-SEM) and descriptive statistics analysis of the data. Descriptive statistics revealed that teachers' psychological well-being and resilience of teachers were high but organisational justice was low. Structural Equation Modelling revealed that the influence of organisational justice on the psychological well-being of teachers was positive but insignificant. However, employee resilience had a positive and significant influence on psychological well-being. Further, the study revealed that the moderating effect of teacher resilience on the influence of organisational justice on the psychological well-being of teachers was negative and insignificant. It was concluded that interpersonal justice is more important than distributive and procedural justice, resilience is vital for teacher psychological well-being and combining organisational justice and resilience is not a requirement for promoting teacher psychological well-being. Therefore, the study recommends that head teachers should improve on their implementation of procedural and distributive justice in schools, school head teachers should promote resilience among teachers, and head teachers should not emphasize promotion of resilience alone but neglecting organisational justice.