Organizational justice and faculty engagement in state universities and colleges as related to productivity: Inputs to a contextualized professional development plan

Abstract

This survey-correlational research aimed to determine the productivity of faculty in state colleges and universities (SUC's) as related to organizational justice and engagement as inputs to a contextualized professional development plan. The independent variables were the organizational justice and faculty engagement, while productivity was the dependent variable. The antecedent variables were age, gender, length of service, and educational background. Two hundred forty (240) randomly selected faculty in a state institution of higher learning in Iloilo were the participants of the study, and two adopted, validated, and pilot tested data-gathering instruments were used - a Questionnaire to Measure Organizational Justice by Usmani and Jamal (2013) and an Employee Engagement Survey by Koskinen, (2015). To measure the faculty productivity, the Individual Performance Commitment and Review (IPCR) for SUC's was utilized. Frequency count, percentage analysis, rank, mean, and standard deviation were employed as descriptive statistics while the one-way ANOVA and Pearson's r were employed as inferential statistics. The .05 alpha level was used as the criterion for the acceptance or rejection of the null hypothesis. All statistical computations were processed through the Statistical Package of the Social Sciences (SPSS) software. Study results revealed that generally, the faculty assessed the SUC's prevailing "high" organizational justice and work engagement, but "very high" work productivity. The faculty did not differ significantly in their assessment of the prevailing organizational justice and work engagement when they were classified according to age, sex, length of service, and educational background, yet significant differences were noted in their assessment of the work productivity when they were classified according to length of service and educational background. No significant differences were noted in the productivity of the faculty classified according to age and gender. A positive and significant relationship existed between faculty's assessment of organizational justice in SUC's and their work engagement, but significant relationship existed between their assessment of organizational justice in SUC's and work productivity and between faculty engagement and work productivity. As an offshoot of this study, the researcher developed the Contextualized Professional Development Plan. This was validated by three experts who assessed that the topics were relevant, applicable, and properly sequenced in terms of the applicability of organizational justice and faculty engagement, and this development plan could be used for the improvement of their work productivity.