The Relationship Model between Psychological Contract Breach and Organizational Justice

This study applies organizational justice principles to probe human resource decisions made during the transformation of a psychological contract. The Study is examined by using survey data gathered at three measurement points over a three-month period from 425 university teachers. Separating perceived contract breach into its two components (perceived university obligations and inducements), the data suggests that the perceived university obligations can be explained as unique variance in three dimensions of citizenship behavior (helping, advocacy and functional participation), which are beyond the perceived university inducements. Teachers' acceptance of the norm of reciprocity can moderate the relationship between university inducements and the dimensions of advocacy and functional participation. Procedural or interactional justice can moderate the relationship between university teachers' psychological contract and organizational justice.