The Impact of Distributive and Procedural Justice on the Correctional Staff Job Stress, Job Satisfaction, and Organizational Commitment: A Multivariate Analysis (original) (raw)
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Burnout Among Correctional Staff: Effects of Job Satisfaction
Postmodern Openings
The article is devoted to the effects of job satisfaction of penitentiaries on their burnout in a developing country. Postmodern as an age of freedom and expansion of individualism contrasts with the role of penitentiaries, obliged to restrict the freedom of other people, and also exacerbates the dual nature of penitentiaries, responsible for both supervision and correction of convicts. The authors used JSS to measure job satisfaction with workers in correctional facilities of Ukraine (n = 78) and MBI-HSS to identify their level of professional burnout. The authors used descriptive statistics methods, the Kolmogorov-Smirnov test, the Shapiro-Wilk test. the correlation analysis with the Pearson correlation coefficient, Spearman's rank order correlation coefficient and Fisher's criterion. A high level of correctional staff burnout was revealed in comparison with other developed and developing countries. Vocational burnout (emotional exhaustion and depersonalization) is likely to be affected by dissatisfaction with contingent rewards, communication field, and operating conditions. At least a statistically significant relationship between these phenomena has been identified. At the same time, only a weak relationship between the total job satisfaction and the aggregated global measure of burnout was revealed. Along with a high level of emotional exhaustion and depersonalization, officers have maintained a high level of personal accomplishment, which requires additional research and application of another methods.
The purpose of this research is to determine the predictive power of organizational justice perceptions of education supervisor assistants, on the level of their professional burnout. In research, correlational survey model has been used. The population of research consists of all education supervisor assistants in Turkey (N=346). A method to extract sample has not been chosen by working on the population in general. Maslach Burnout Inventory-developed by Maslach and Jackson (1981) and adapted to Turkish by Ergin (1992), and Organizational Justice Scale-developed by Niehoff and Moorman (1993) and adapted to Turkish by Yıldırım (2002) has been used as tools to collect data. Multiple linear regression analysis method has been used in data analysis. A significant relationship has been found between the variables of distributional, procedural, interactional justice and those of emotional exhaustion, depersonalization in research. Therefore, heads of education supervisors should pay attention to organizational justice matter in the practices.
The impact of organizational Justice on job burnout
2015
The motive of this research is to scrutinize the relationship between organizational justice (procedural justice, distributive justice and interactional justice) and job burnout among the employees working in public sector organizations in twin cities of Pakistan ( Islamabad & Rawalpindi ). Out of 150 questionnaires 120 questionnaires were received back. The normality of the data was demonstrated by using Kolmogorov-Smirinov. Pearson and Spearman correlation tests are used to recognize the relationship between the variables of the study. The outcome of the study shows a negative relationship between organizational justice and job burnout.
2020
The objective of this study was to determine whether personality traits, job satisfaction, and organizational justice are associated with burnout in teachers. The sample was composed of 554 teachers (77.3% females) from 25 Bosnia and Herzegovina elementary schools. We used Big Five Inventory (John, Donahue, & Kentle, 1991), Job Satisfaction Scale (Brayfield & Rothe, 1951), Organizational Justice Scale (Colquitt, 2001) containing four subscales: Distributive justice, Procedural justice, Interpersonal justice and Informational justice, and Copenhagen Burnout Inventory (Kristensen, Hannerz, Høgh, & Borg, 2005) containing four subscales: Personal burnout, Work-related burnout and Student-related burnout. The results show that personal traits, job satisfaction, and distributive justice are associated with personal, work-related and student-related burnout. Neuroticism, job satisfaction, and distributive justice make a significant contribution to personal, work-related and student-related...
The Effect of Organizational Justice Perceptions on Burnout
The International Journal of Business & Management, 2018
Organizational justice, expressed as the perception of how people are treated equally, affects the organizational outcomes such as employee loyalty to the organization, job satisfaction, and the level of burnout in their work. Employees who believe that the distribution of gains is fair (distributive justice), that the distribution processes are fair (procedural justice), and that the fair interaction during the distribution process (interactional justice) will be peaceful and happy;thus, they experience less burnout syndrome. In this study, the effect of organizational justice (procedural, distributive, interactional justice) that the nurses perceive in the hospital where they work is investigated. It was concluded in this study that as the perception of organizational justice increased, burnout syndrome decreased. As a result of the analysis conducted on the sub-dimensions of organizational justice and burnout, it has been observed that it had a statistically negative effect on the emotional exhaustion dimension of the procedural, distributive, interactional justice and on the depersonalization dimension of distributive justice as well.
KEDI journal of educational policy
THIS STUDY AIMS TO DETERMINE THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE AND SOME AFFECTIVE AND NORMATIVE BASED OUTCOME VARIABLES OF EDUCATION SUPERVISORS. TWO ALTERNATIVE STRUCTURAL EQUATION MODELS WERE TESTED. FIRST MODEL PROPOSED BURNOUT IS THE OUTCOME OF ORGANIZATIONAL JUSTICE AND THE ANTECEDENT OF THE VARIABLES OF JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT. THE SECOND MODEL PROPOSED BURNOUT IS THE OUTCOME OF THE VARIABLES OF ORGANIZATIONAL JUSTICE, JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT. ALTHOUGH BOTH THE MODELS HAD ACCEPTABLE FIT INDICES, THE COMPARATIVE FIT INDICES SHOWED THE SECOND MODEL WAS MORE PREFERABLE. IN THIS MODEL, JUSTICE PERCEPTIONS WERE FOUND TO HAVE A POSITIVE EFFECT ON ORGANIZATIONAL COMMITMENT THROUGH THE PARTIAL MEDIATION EFFECT OF JOB SATISFACTION AND A NEGATIVE EFFECT ON BURNOUT THROUGH THE FULL MEDIATION EFFECT OF JOB SATISFACTION. Key words: Attitudes, mediation, supervisors, structural equation.
The Effect of Teachers' Perception of Organizational Justice on their Job Stress 2
Earlier studies concerning teacher-associated stress about organizational justice indicate that educating and instructing pupils is considered a hectic career, so bearing in mind the massive effect of organizational justice on teachers' stress, it is imperative to study this relationship further. The drive of the present research was twofold: the primary objective is to study how educators view organizational justice, and additionally, it evaluated the extent to which educators' opinions of three dimensions of organizational justice, including procedural justice, interactional justice, and distributive justice are connected to their stress levels. With the help of questionnaires, a quantitative research study was carried out. Data were collected from 200 sample cases of teachers selected by using the random sample selection technique from the private primary schools of Karachi. The regression analysis outcomes showed a significant positive relationship between teacher stress and organizational justice. The results of the independent sample t-test recognized that there is no difference between the mean values of the two groups. Hence, it can be interpreted that stress levels were the same for both males and females. It was thus suggested that institutions contribute to study the factors that can support impartiality and objectivity. There is a strong need to implement some managing policies which facilitate teachers to cope with their increasing stress levels.
Journal of Criminal Justice, 2010
... Burnout among workers can lead to decreased work performance, withdrawal from or reduced quality of interactions with other employees, increased absenteeism, and increased substance abuse ([Belcastro et al., 1982], [Carlson and Thomas, 2006], [Garland, 2002], [Maslach ...
The Effect of Teachers’ Perception of Organizational Justice on their Job Stress
International Journal of Organizational Leadership, 2021
Earlier studies concerning teacher-associated stress about organizational justice indicate that educating and instructing pupils is considered a hectic career, so bearing in mind the massive effect of organizational justice on teachers' stress, it is imperative to study this relationship further. The drive of the present research was twofold: the primary objective is to study how educators view organizational justice, and additionally, it evaluated the extent to which educators' opinions of three dimensions of organizational justice, including procedural justice, interactional justice, and distributive justice are connected to their stress levels. With the help of questionnaires, a quantitative research study was carried out. Data were collected from 200 sample cases of teachers selected by using the random sample selection technique from the private primary schools of Karachi. The regression analysis outcomes showed a significant positive relationship between teacher stress and organizational justice. The results of the independent sample t-test recognized that there is no difference between the mean values of the two groups. Hence, it can be interpreted that stress levels were the same for both males and females. It was thus suggested that institutions contribute to study the factors that can support impartiality and objectivity. There is a strong need to implement some managing policies which facilitate teachers to cope with their increasing stress levels.