A Study of Connection between Equity Perception, Job Satisfaction, and Organizational Commitment for Teachers in Elementary Schools of Zahedan

The present study attempts to examine the relation between perception of equity and job satisfaction and organizational commitment in teachers working at elementary schools of Zahedan, Iran. This correlation-based descriptive study was conducted on all teachers at elementary schools of Zahedan. Random stratified sampling was used to select 350 teachers in Zahedan. Data were collected using Strone’s perception of equity questionnaire, SINA job satisfaction questionnaire, and Steers and Porter organizational commitment questionnaire. Using Chronbach’s alpha we identified content validity of study. Test-retest coefficients for the questionnaires were 0.92, 0.81, and 0.76, respectively. Data were gathered through 335 questionnaires and analyzed through SPSS. To examine the questions, we employed descriptive statistics, Pearson’s correlation coefficients, and stepwise regression. The findings suggest direct significant relation between equity perception, job satisfaction, and organizational commitment for teachers of elementary schools in Zahedan. In addition, job satisfaction is significantly related to organizational commitment. Among different components of equity perception, only work and work environment can predict job satisfaction, while work dimensions, work environment, organizational respect and care can together predict organizational commitment of teachers.

Keywords: Equity Perception, Job Satisfaction, Organizational Commitment, Teacher, Elementary Education