نوع مقاله : مقاله پژوهشی

عنوان مقاله [English]

Investigating the effect of organizational voice on organizational justice of secondary school teachers in Deyr city

نویسندگان [English]

Razieh Sabzi: Department of Educational Sciences, Bandar Genaveh Branch, Islamic Azad University, Bandar Genaveh, Iran

Mohammad Mousa Khorshidi*: Assistant Professor, Department of Educational Sciences, Bandar Genaveh Branch, Islamic Azad University, Bandar Genaveh, Iran–Research Assistant Professor, Strategic Studies Center of Faraja

Detailed Abstract

Introduction: The present study aimed to investigate the impact of organizational voice on organizational justice among secondary school teachers in Deyr County.

Materials and methods: The research employed a descriptive-survey method. The statistical population consisted of 250 secondary school teachers in Deyr County, from which a sample of 152 individuals was selected using cluster sampling. Data collection tools included the Organizational Voice Questionnaire (Hames, 2012) and the Organizational Justice Questionnaire (Niehoff & Moorman, 1993).

Results and discussion: The findings indicated that organizational voice has a positive and significant effect on teachers’ organizational justice. In other words, the promotion of organizational voice leads to the improvement of organizational justice among teachers. The present study investigated the impact of organizational voice on the organizational justice of secondary school teachers in Deyr County. To test the research hypothesis, a bivariate regression analysis was conducted, the results of which indicated that organizational voice has a positive and significant effect on teachers’ organizational justice. In other words, the promotion of organizational voice leads to an enhancement of teachers’ perceptions of organizational justice. These findings are consistent with previous research conducted by Ansari (2024), Ghazimarashi (2024), Fattahi (2024), Ahmadi (2024), Jafarizadeh (2023), Bahrami (2022), Omidi (2022), Mohammadi (2020), Kuyuluoğlu (2023), Shin (2022), Yoo (2022), King (2020), Curtis (2017), and Canten (2012).

The analysis and interpretation of this hypothesis suggest that organizational voice, as the “internal pulse” of the organization representing shared culture, values, and attitudes, plays a vital role in shaping the sense of organizational justice and work engagement among teachers. When organizational voice is positive and aligned with teachers’ needs and expectations, staff members perceive organizational processes and decision-making as fair and transparent, thereby strengthening organizational justice. Consequently, heightened organizational justice promotes work engagement, leading teachers to demonstrate greater commitment and participation in the educational process through increased motivation and a deeper sense of belonging. Thus, as a key factor, organizational voice paves the way for job satisfaction and helps maintain specialized human capital within the educational system by improving the perception of fairness.

In deeper terms, organizational voice reconstructs the relationship between administrators and teachers by strengthening “interactional justice.” When a school principal values teachers’ opinions and encourages open communication channels, it sends a message of respect and professional validation. This respectful behavior is the cornerstone of interactional justice, where teachers evaluate the organization as fair based on the quality of interpersonal treatment. Furthermore, the presence of voice prevents the emergence of “organizational silence” a phenomenon that fosters perceived injustice and discrimination, leading to intellectual isolation and diminished motivation. Ultimately, it is concluded that achieving organizational justice in schools necessitates moving beyond purely hierarchical management toward participatory management rooted in organizational voice.

The findings underscore that organizational voice is not merely a communicative behavior but a strategic driver for establishing justice. When teachers are given the opportunity to express their ideas and concerns, a “sense of control over their career destiny” is formed. This sense of control directly impacts procedural justice, as teachers consider administrative and educational processes fair only when they have a share in their formulation or modification. Organizational voice acts as a filter that reduces managerial ambiguity and eliminates discriminatory perceptions through the clarification of criteria. From a deeper perspective, the relationship between voice and justice can be explained via “Social Exchange Theory.” Administrators who listen to teachers’ voices are essentially making a social investment, to which teachers respond with loyalty and a perception of fairness.

Conclusion: The overall conclusion of the study demonstrated that strengthening organizational voice among teachers significantly contributes to the enhancement of their perceived organizational justice within schools. Granting teachers the right to express opinions and participate in decision-making processes (organizational voice) projects an image of fairness and equality within the school environment and reinforces their belief in the prevalence of justice in the educational system. When school administrators provide a safe space for teachers’ voices to be heard, they convey the message that the staff’s perspectives and professional status are valued. This process fosters a perception among teachers that resource distribution, decision-making processes, and managerial behaviors are grounded in equity and respect, thereby substantially improving their perception of justice in the workplace.

Keywords: Organizational Voice, Organizational Justice, Teachers.