1
Department of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran.
2
Department of Psychology, Payame Noor University, Tehran Branch, Tehran, Iran.
10.32598/JSPI.9.4.1
Abstract
Objective: The purpose of this study was to investigate the effect of perceived justice and organizational norms on teachers' psychological well-being. Methods: In 2017-2018, from high school graduates in Varamin County, 120 teachers were selected by simple random sampling and randomly assigned to eight groups. The instruments included the Holland vignette aimed to manipulate justice and organizational norms and psychological well-being questionnaire. The data were analyzed by multivariate covariance analysis. Results: The results indicated that perceived justice and organizational norms based on confirmation of positive behaviors and disapproval of negative behaviors affect admission, positive relationship, and teachers' psychological well-being growth. Conclusion: Regarding this finding, it seems necessary to pay attention to justice and reinforcement of positive organizational norms to improve teachers' psychological well-being.
Bakhtiari, E., Sabahi, P., Karami, A., & Saffarinia, M. (2021). The Effect of Perceived Organizational Justice and Organizational Norms on Teacher’s Psychological Well-being. Journal of School Psychology, 9(4), 2-19. doi: 10.32598/JSPI.9.4.1
MLA
Ehsan Bakhtiari; Parviz Sabahi; Abolfazl Karami; Majid Saffarinia. "The Effect of Perceived Organizational Justice and Organizational Norms on Teacher’s Psychological Well-being". Journal of School Psychology, 9, 4, 2021, 2-19. doi: 10.32598/JSPI.9.4.1
HARVARD
Bakhtiari, E., Sabahi, P., Karami, A., Saffarinia, M. (2021). 'The Effect of Perceived Organizational Justice and Organizational Norms on Teacher’s Psychological Well-being', Journal of School Psychology, 9(4), pp. 2-19. doi: 10.32598/JSPI.9.4.1
VANCOUVER
Bakhtiari, E., Sabahi, P., Karami, A., Saffarinia, M. The Effect of Perceived Organizational Justice and Organizational Norms on Teacher’s Psychological Well-being. Journal of School Psychology, 2021; 9(4): 2-19. doi: 10.32598/JSPI.9.4.1
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