PREDICTING TEACHERS’ PERFORMANCE BY ASSESSING ORGANIZATIONAL JUSTICE AND CULTURE: EVIDENCE FROM HIGHER EDUCATION INSTITUTIONS

Abstract

Teachers’ performance is a significant phenomenon for developing the conducive environment for effective teaching and learning practices. However, this role may be performed more effectively when teachers feel honored through fair treatment in institutions along with strong culture by assuring the norms and values of concerned institution. In this connection, the fairness and cultural values have been considered significant contributors towards performance of teachers in higher education context. To investigate detailed assumptions, data were collected from faculty members in two leading universities of the KP province, Pakistan and analyzed through statistical tools to determine the nature of assumptions and relationships. The results offered significant information about the association and influence of organizational justice and culture on teachers’ performance. Likewise, from conclusion, some recommendations are extracted and offered to the policy makers and management of higher education institutions for revisiting their related to the issues investigated in this study.