The Procedural Justice and Distributive Justice as the Predictors of Faculty Achievement at the Higher Education Level

Abstract

The present study was conducted to find out the role of procedural justice and distributive justice as a predictor of faculty achievement and to identify the most dominating factor for faculty achievement at the higher education level. The study was descriptive and the survey technique was used for the collection of required data. All the public sector university teachers of Islamabad were taken as the population of the study. 100 university teacher were taken as a sample of the study through a simple random sample technique. The organizational Justice Measurement Instrument developed by Moorman and Neiof (1993) and the faculty achievement measurement instrument developed by Boyer (1997) was used as the research instrument. The instrument comprised 31 items. Data were collected through personal visits to sampled universities. The data were analyzed through confirmatory factor analysis, correlation and multiple regression. The findings of the study revealed that there was a significant relationship between organizational justice and faculty achievement. Results showed that procedural justice is positively associated with faculty achievement and has a significant impact. Results also showed that distributive justice is confidently related to faculty achievement and it is highly significant. According to the study findings, distributive justice is the most dominating factor for faculty achievement so it is recommended that university administrations focus on distributive justice for enhancing faculty achievement.