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ERIC Number: ED547045
Record Type: Non-Journal
Publication Date: 2012
Pages: 185
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-2817-9
An Empirical Study of the Conceptualization of Overall Organizational Justice and Its Relationship with Psychological Empowerment, Organizational Commitment and Turnover Intention in Higher Education
Tsai, Markus Chia-Han
ProQuest LLC, Ph.D. Dissertation, University of Washington
Traditionally, organizational justice has been conceptualized by differentiating the construct into distributive, procedural and interactional justice. In recent years, some researchers have suggested that treating organizational justice as one concept may be a better approach, since the distributive, procedural and interactional justice have shown to have high correlations in numerous empirical studies. Nonetheless, the use of overall construct of organizational justice is based on the assumption that the organization as a whole is the common source and the single focus of the justice perceptions for the organizational members. In modern complex organizations such as research universities, faculty belong to different departments, colleges and schools, and at the same time work in the institutional environment. Therefore, faculty are likely to have multiple foci on which perceptions of organizational justice are based. There were two main purposes of this study. The first purpose was to test the idea of taking into account of organizational structure of higher education in conceptualizing organizational justice construct. The second purpose was to model the relationship between organizational justice(s), psychological empowerment, organizational commitment and turnover intention of faculty. Exploratory factor analysis, confirmatory factor analysis and structural equation modeling were used to analyze the data collected from a public research university. The results indicated that organizational justice is best conceptualized as a multi-dimensional construct by differentiating into organizational justice in the department, the college and at the institution level. The result of a second-order confirmatory factor analysis showed that there is an underlying overall organizational justice that account for the covariance among the justice perceptions in the department, the college and at institutional level. The results of the structural models indicated that organizational justice in the department has direct impact on faculty empowerment, commitment and turnover intentions, organizational justice at institution level has indirect effect on turnover intentions mediated through empowerment and commitment, while organizational justice in the college only have direct influence on psychological empowerment. The second-order overall organizational justice is significantly related to psychological empowerment, organizational commitment and turnover intentions. In the structural models, the psychological empowerment has a direct impact on organizational commitment, but only has indirect influence on turnover intentions. The organizational commitment is a mediator for the effect of organizational justice and psychological empowerment on turnover intentions. The findings suggested that the perception of justice in department has the strongest effect in faculty turnover intentions, while the influence of the overall justice perception on the differentiated justice constructs means that it is not only the individual transactions of allocation, procedures or interaction in faculty worklives matter, but also the overall justice climate or atmosphere that is crucial in shaping faculty perceived justice. The implications of the study for faculty worklives and organizational justice were also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A