Analysis of Procedural Justice and Its Association with University Teachers’ Level of Job Satisfaction

Abstract

Purpose: This paper aims to investigate the effects of Procedural Justice on Teaching Faculty’s Job Satisfaction. The study was conducted in the higher educational institutions of Khyber Pakhtunkhwa, Pakistan, i.e. Bacha Khan University, University of Malakand, and the University of Swat. Methodology: The nature of the study was quantitative, and a questionnaire was used as a data collection tool for collecting information from the sample size of 217 respondents selected through the proportional allocation method. Findings: The study revealed a significant association (P≤0.05) of teacher satisfaction with the statements such as teachers’ unequal treatment from university administration, teachers are strictly dealt with the rule in case of any breach of law, the administration is dishonest, and insincere in term of fair treatment, no explanation regarding decision-making procedures, absence of communicating organizational information to teachers. Implications: The Government and administration should take positive steps to provide a good working environment to establish their trust by expanding cooperation towards employees, exploration of benefits for employees, strengthening employee relationships with each other, and encouragement of open communication that can stimulate and encourage exchanges of view between faculty and administration were forwarded some of the recommendations in light of the study findings.