Moderating Role of Organizational Justice between Emotional Exhaustion and Job-Related Outcomes

Previous studies anticipated that there is need of justice in educational institutions in order to protect the academicians’ psychological as well as emotional needs under teaching profession. Therefore, the purpose of current study is to examine the moderating role of organizational justice between the relationship of emotional exhaustion and job-related outcomes (Teachers’ Learning, Organizational Commitment, and Organizational loyalty). In order to accomplish this purpose, the survey questionnaire method was used. The study is quantitative, descriptive and cross-sectional in nature. 250 respondents were selected by applying simple random sampling. Results indicated that emotional exhaustion is significantly and negatively related to teachers’ learning and loyalty. Meanwhile, findings divulged the negative association between emotional exhaustion and teachers’ commitment. Moreover, results also enlightened that organizational justice (distributed justice, procedural justice, and interactional justice) significantly moderate on the relationship of emotional exhaustion and job-related outcomes (Teachers’ Learning, Organizational Commitment, and Organizational loyalty). This study enriches the body of knowledge regarding the moderating role of organizational justice as previous studies almost ignored it. It also gives insight understanding regarding the role of teachers’ emotional exhaustion towards their learning, loyalty, and commitment. Additionally, On the basis of these finding, organizations can make their employees more committed and loyal by reforming policies about organizational justice.