The Impact of Transactional Leadership and Organizational Justice on Work Engagement among Secondary School Teachers in St. Kitts

Abstract

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This study investigates the intricate dynamics between transactional leadership and work engagement among secondary school teachers in St. Kitts, with a focus on the moderating role of organizational justice. By exploring how perceptions of fairness influence the relationship between leadership style and employee engagement, this research aims to provide valuable insights for promoting effective management practices, workplace well-being, and overall productivity in educational settings. Using a quantitative research design, this study examines two key questions: Does transactional leadership have a relationship with the teacher’s work engagement? and does organizational justice moderate the relationship between transactional leadership and teacher’s work engagement? Through the convenience sampling method and the snowball sampling method, this study gathered data from 200 secondary school teachers in St. Kitts. The data was analyzed using the IBM SPSS 23 and Mplus 7, employing the Pearson correlation and hierarchical regression analyses to examine the relationships among the variables. The results indicated that transactional leadership has a direct positive effect on work engagement. However, organizational justice does not moderate the relationship between transactional leadership and work engagement; rather, it functions independently as a distinct factor that also enhances engagement. This study contributes to the development of leadership training, policy-making, and workplace practices by demonstrating how transactional leadership and organizational justice enhance teacher engagement.