Organizational Justice in Public Schools: Perspectives of Principals and Teachers in the Northern Jordan Valley District

This study explores the degree of organizational justice practiced by public school principals in the Northern Jordan Valley district, highlighting the crucial leadership and administrative roles these principals play in interacting with school elements. The modern concept of school management emphasizes the importance of fairness in organizational practices, which positively affects staff morale, operational functions, and employees' perceptions of justice in the workplace. Recognizing a significant gap in the application of organizational justice among school principals, the study aims to investigate the reasons behind this disparity by analyzing various factors. The research employs a descriptive survey method, utilizing a questionnaire as the primary tool for data collection. The study sample consisted of 306 male and female teachers selected through simple random sampling, representing the broader population of 1,310 teachers in public schools within the Northern Jordan Valley district.  Results indicate a high degree of organizational justice among school principals from the perspectives of both teachers and principals. However, statistically significant differences emerged based on gender, favoring male principals, while no significant differences were found concerning educational stage, academic qualification, or years of service. The findings highlight the necessity for school principals to consistently practice organizational justice, as its positive impact on teacher behavior is vital for fostering a supportive and equitable educational environment. This study contributes insights to the ongoing discourse on leadership and organizational justice in education, advocating for further examination of this topic to bridge existing gaps and enhance school dynamics.