Mediating Effect of Self-Efficacy on the Relationship Between Organizational Justice and Teacher Commitment in Private Higher Education Institutions: An Explanatory Sequential Design
Josefina Ortega | Felix C. Chavez Jr.
Discipline: Education
Abstract:
The objective of this undertaking was to explicate how self-efficacy mediates the relationship between organizational
justice and teacher commitment based on the findings of the study. An explanatory sequential design of the mixed
methods research was employed in this study which had purposively chosen the 250 newbie full-time educators in the
private higher education institutions of Region XI with teaching experiences of three to five years from the academe as
respondents, ten participants for an in-depth interview and seven participants for focus group discussion. Using the
mean, the study revealed that the level of organizational justice, self-efficacy, and teacher commitment among the
private higher educational institutions were recorded as very high indicative that justice and fairness are always
manifested, self-efficacy and commitment among teachers are always evident. The correlation results reveal significant
relationships between organizational justice and teacher commitment, between self-efficacy and teacher commitment,
and between organizational justice and self-efficacy. Moreover, using the Sobel-Z Test, when the mediator was placed
in the model, it shows that the direct effect of organizational justice on teacher commitment is still significant indicative
of partial mediation. Consequently, self-efficacy is merely a fractional contributory factor in how organizational justice
affects teacher commitment. The quantitative strand results were positively confirmed through the standpoints of the
participants in the focus group discussions and in-depth interviews.
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