A study of the effect of organizational justice and task visibility on teachers’ perception of colleagues’ social loafing

Document Type : Original Article

Authors

1 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan

2 Faculty of Human Sciences, Islamic Azad University of Taft, Yazd

3 Associate Professor of Educational Management, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

4 Department of Educational Sciences Faculty of Educational Sciences and Psychology University of Isfahan

10.22098/ael.2024.14164.1386

Abstract

Background and Objective: Today, many organizations are facing the phenomenon of social loafing and it can be said that social loafing has become a powerful deterrent and a hidden dangerous factor in organizations. This research was conducted with the aim of investigating the impact of organizational justice and task visibility on teachers' percetion of their colleagues' social loafing
Research methodology: This study is applied in nature, serving a specific purpose, and employs a correlational research approach. The statistical population of this study included all primary school teachers in Falavarjan County during the academic year of 1401-1402, estimated to be 416 individuals. Utilizing the Krejci and Morgan table, a sample of 200 participants was selected through a simple random sampling technique. The data collection instruments employed in this research comprised questionnaires on coworkers’ social loafing perception, task visibility, and organizational justice. The collected data was analyzed using Pearson's correlation coefficient test and regression analysis through SPSS-26 software.
Findings: The findings indicated a significant inverse relationship between organizational justice and task visibility with the perception of collegues’ social loafing. Moreover, distributive justice was found to predict approximately 16% of the perception of coworkers’ social loafing. Additionally, both distributive justice and task visibility together accounted for 21% of the perception of colleagues’ social loafing.
Conclusion: when primary school teachers perceive fair treatment and acknowledge the full recognition of their individual contributions by their superiors within a team setting, their perception of colleagues’ social loafing diminishes.

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Applied Educational Leadership
Volume 4, Issue 4 - Serial Number 16
January 2024
Pages 119-135

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History

  • Receive Date: 05 December 2023
  • Revise Date: 21 January 2024
  • Accept Date: 22 January 2024

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