Innovation in Teaching, Learning and Evaluation

Innovation in Teaching, Learning and Evaluation

The Role of Perceived Organizational Justice in Predicting Teachers’ Participation in Self-Directed Professional Development: A Study of Primary School Teachers in Western Mazandaran in 1404

Document Type : Original Article

Authors
SARA Kazaei
Parysa qaderpwr
fatemeh khajvand jafari
sahar Radaei
گروه علوم تربیتی ،دانشکده علوم انسانی ،دانشگاه آزاد اسلامی ،چالوس ،ایران
10.22034/jitle.2025.565701.1054
Abstract
The present study aimed to examine the role of perceived organizational justice in predicting teachers’ participation in self-directed professional development. The study employed a descriptive–correlational design, and the target population consisted of elementary school teachers in Western Mazandaran in 2025. A total of 250 teachers were selected through proportional stratified sampling. Data on perceived organizational justice were collected using Colquitt’s Organizational Justice Scale, while teachers’ self-directed professional development was assessed through the Self-Directed Learning Readiness Scale developed by Fisher and colleagues. Pearson correlation and multiple regression analyses were used to analyze the data. The findings revealed that all dimensions of organizational justice were positively and significantly related to self-directed professional development. Moreover, the regression model accounted for 23% of the variance in teachers’ self-directed professional behavior. Among the justice dimensions, interpersonal justice and procedural justice were the strongest predictors of teachers’ professional engagement. Overall, the results underscored the importance of fair interpersonal interactions, transparent decision-making procedures, and high-quality communication in fostering teachers’ self-directed learning. These findings offer practical implications for educational administrators seeking to enhance teacher development through justice-oriented organizational practices.
Keywords
Organizational justice
Procedural justice
Interpersonal justice
Self-directed professional development
Self-directed learning readiness
Elementary teachers
Subjects
Innovation in Teaching, Learning and Evaluation
Volume 2, Issue 4
Spring 2026
Pages 23-40