Validation and Prioritization of Organizational Justice Components in the Iranian Education System Using Confirmatory Factor Analysis and the FUCOM Method

Abstract

This study aimed to validate the structural model and prioritize the dimensions and components of organizational justice in the Iranian education system, focusing on distributive, procedural, interpersonal, and informational justice. The study adopted a quantitative, exploratory–applied design using a descriptive survey approach. The statistical population comprised principals, deputies, teachers, and experts working in public education institutions in Iran during the 2024–2025 academic year, from whom 350 participants were selected through stratified random sampling. Data were collected using a researcher-developed questionnaire. Exploratory factor analysis followed by confirmatory factor analysis was employed to assess construct validity and model fit. Subsequently, the FUCOM multi-criteria decision-making method was applied to determine the relative importance and prioritization of dimensions and subcomponents. Confirmatory factor analysis supported a four-dimensional organizational justice model with acceptable fit indices. FUCOM results indicated that distributive justice had the highest priority weight among the dimensions, followed by procedural justice, informational justice, and interpersonal justice. At the subcomponent level, “fair distribution of salary and wages based on experience and years of service” emerged as the most influential criterion. Organizational justice in the Iranian education system is a coherent multidimensional construct, and policy interventions prioritizing distributive mechanisms—particularly compensation fairness—can substantially enhance perceived justice among educational staff.