Organisational Commitment as a Mediator in the Relationship between Perceived Organisational Justice and Organisational Citizenship Behaviour among Teachers in Government-Aided Secondary Schools of Greater Bushenyi, Uganda

Abstract

This study aimed to examine the mediating role of organisational commitment in the relationship between perceived organisational justice and organisational citizenship behaviour (OCB) among 314 teachers in 51 government-aided secondary schools in Greater Bushenyi. The study adopted a cross-sectional research design grounded in the positivist paradigm and utilised a quantitative approach. Teachers were selected using simple random sampling, while a census strategy was adopted for the schools. Data was collected using a self-administered questionnaire, coded, entered into SPSS version 30 and analysed using hierarchical regression analysis. The study findings revealed that organisational commitment significantly mediates the relationship between perceived organisational justice and OCB (β = 0.37, p < 0.001). The study concludes that organisational commitment is a critical psychological pathway through which perceived organisational justice translates into improved citizenship behaviour among teachers. Therefore, schools that foster fairness while simultaneously strengthening teacher commitment are more likely to achieve higher levels of OCB. School governing bodies, administrators, the Ministry of Education and other policymakers should promote fair decision-making processes, inclusive and transparent communication, and equitable treatment, while also implementing strategies that enhance teacher commitment, such as recognition, involvement in decision-making, and supportive leadership. This integrated approach will strengthen positive teacher behaviours and improve overall school effectiveness.