Academic journal article Journal of Entrepreneurship Education

The Impact of Procedural Justice (Pj), Distributive Justice (Dj) and Ethical Climate (Ec) on Continuous Professional Development (Cpd): The Role of Work Related Stress (Wrs) Mediation

Academic journal article Journal of Entrepreneurship Education

The Impact of Procedural Justice (Pj), Distributive Justice (Dj) and Ethical Climate (Ec) on Continuous Professional Development (Cpd): The Role of Work Related Stress (Wrs) Mediation

Article excerpt

INTRODUCTION

The research from Mokhele & Jita (2010) stated that Continuous Professional Development (CPD) is being a priority in most countries around the world. Indonesia followed up this program as Sustainability Professional Development Program, to be the key for quality education system. CPD is a performance measurement for teachers. (Rowland & Hall, 2012); Muafi (2017) stated that performance management has a central role to ensure a competitive advantage.

In professional development, teacher needs to pass skills and competence improvement process according to educational needs for students (Laboratory, 2005). Besides that Laboratory, (2005) added that skills and competency improvements never occur without professional development. It is useful to deepen knowledge and pedagogical skills of teachers; provide opportunities for training, research and reflection and also update the knowledge for teachers Laboratory (2005). The study is reinforced by Laboratory (2005), they concluded that teacher coaching can improve the knowledge of teaching strategies for teachers in studying teams and peer support. Broad & Evans (2006) also stated that professional development consists of all natural learning experiences, conscious and planned activities which aimed at direct or indirect benefits to individuals, groups or schools that will impact to the quality of education in the class to be more qualified.

Improving teacher performance through CPD will face complex decisions. Villegasreimers (2003) stated that it is important for each country to examine the professional development model in detail by considering factors when designing and implementing professional development models for teachers. Elci, Karabay & Akyuz (2015) assert that nowadays, the ethical climate is very important in maintaining the positive attitudes and behaviours of employees in performing their work. Ethical school leaders will affect teacher performance in CPD. The current condition of ethical climate leadership may affect teacher's stress in work, even with limited salary; teacher has the same obligation to fulfil the curriculum demand. Aydin & Karaman-Kepenekci (2008) argue that organizational justice practices in schools will contribute to the policy development in organization. If the practice of justice in the organization cannot be fulfilled, it would be able to cause work stress. Whereas work stress can mediate CPD.

In accordance with Yean & Yusof (2016) research, they stated that organizational justice not only affects organizational performance but also determine employee's economic prosperity. Wang (2011) says that the sense of organizational justice has a positive predictive role on positive behaviour. Teacher as employee will behave positively toward their professional development if they feel good organizational justice. According to Yean & Yusof (2016); Badawi, Tjahjono & Muafi (2017), organizational justice consists of three dimensions, namely distributive, procedural and interactional justice. Added by Elci, Karabay & Akyuz (2015) that the ethical climate plays an important role in regulating the relationship between distributive justice and depersonalization. Sert et al. (2014), Muafi (2016) stated that understanding the relationship of stress with other variables is important. The development of an ethical climate and organizational justice which perceived as positive will reduce employee work stress. This study wants to fill the research gap by focusing on the ethical climate, distributive justice and procedural justice that impact work-related stress and teacher's CPD.

LITERATURE REVIEW AND HYPOTHESIS

Continuous Professional Development

Ivanova & Skara-MincLne (2016) stated that the teacher sustainability process begins during teacher training. Guseva, Dombrovskis & Capulis (2014) say that professional identity can be observed through reflective self-evaluation during practice as a professional teacher. …

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