Abstract

• This study intended to investigate principals’ practices on organizational justice perceived by teacher educators in Education Degree Colleges. Participants were 150 teacher educators and 4 principals, selected by using a purposive sampling method. Both quantitative and qualitative methods were used in this study. Questionnaires were used for teacher educators’ expectations on organizational justice practised by principals and principals’ practices perceived by teacher educators. The reliability coefficient (Cronbach α) was 0.97 for the questionnaire of teacher educators’ expectations and 0.85 for the questionnaire of principals’ practices on organizational justice. Descriptive statistics, Independent Samples t test and Paired Samples t test were used to analyse the collected data. Quantitative findings revealed that teacher educators highly expected on principals’ practices on overall organizational justice in Education Degree Colleges. However, principals moderately practised on overall organizational justice perceived by teacher educators. There were significant differences in the principal’s practices on organizational justice according to their personal factors. Moreover, the qualitative study analysed the principals’ responses to open-ended questions. According to qualitative findings, principals answered that they practised organizational justice such as providing rewards to teacher educators for their contributions to the organization, and distributing tasks based on teacher educators’ skills and qualifications. Further, they considered teacher educators’ opinions, expressed respect to teacher educators’ suggestions, and provided the detailed information from different media to all teacher educators.