Moderating Effect Of Fairness In The Relationship Between Job Conditions And Emotional Engagement

Abstract

Many studies show the relationship between job conditions and emotional engagement among the teacher, but no study examined this moderating role of fairness, even in the context of secondary school teachers of Nepal. A cross sectional, descriptive design was used to collect data from 451 respondents from public and private secondary schools. The study used a 5-point Likert scale questionnaire and analyzed data through AMOS for conducting Confirmatory Factor Analysis (CFA), Structural Equation Modeling (SEM), Path analysis and moderation analysis. The findings show that fairness increases the positive effects of better working conditions on emotional engagement. These findings represent important information for the educational policymakers and practitioners, especially in developing country contexts like Nepal.