Investigating the Impact of Perceived Organizational Justice on Organizational Commitment of Teachers in Public Schools of Ardabil Province

This study investigated the relationship between perceived organizational justice and organizational commitment among teachers in public schools of Ardabil Province. Organizational commitment is considered one of the key factors in improving the quality of education and the performance of the educational environment; therefore, identifying the factors affecting it is of great importance. This research is applied and descriptive-correlational in nature. The statistical population included all teachers in public schools of Ardabil Province, and the research sample consisted of 254 participants selected through random sampling. The measurement instruments included the Organizational Justice Questionnaire (25 items) and the Organizational Commitment Questionnaire (24 items). Organizational justice in this study comprised four dimensions: distributive justice, procedural justice, interactional justice, and informational justice. Data were analyzed using the Kolmogorov–Smirnov test to examine the normality of the distribution and multivariate regression. The results indicated a significant positive relationship between various dimensions of organizational justice and organizational commitment (p < 0.05). The strongest relationship was observed between interactional justice (r = 0.341) and organizational commitment, while procedural justice showed the weakest relationship (r = 0.291). Regression results revealed that interactional justice (β = 0.593) had the greatest impact on organizational commitment, followed by informational justice (β = 0.215) and procedural justice (β = 0.178), which also had significant effects. These findings emphasize that improving perceived organizational justice, particularly the interactional dimension, can contribute to increasing teachers' organizational commitment.