The role of achievement motivation as a mediating variable in the relationship between organizational justice and problem-solving among employees of the Wasit Directorate General of Education

Abstract

This study aims to analyze the relationship between organizational justice and problem-solving among employees of the Wasit Directorate General of Education, while also examining the mediating role of achievement motivation in this relationship. The study seeks to identify the nature of the relationship between organizational justice and achievement motivation among these employees. The study employed a descriptive-analytical approach and utilized a questionnaire consisting of 15 items distributed across four main dimensions: organizational justice, achievement motivation, problem-solving, and the mediating relationship. The instrument was administered to a stratified random sample of 150 employees from various administrative departments. The results indicated that levels of organizational justice were moderately positive, and that the level of achievement motivation among employees was acceptable. Statistical analyses revealed a significant relationship between organizational justice and achievement motivation. The perception of justice enhances employees' intrinsic motivation. A significant relationship was also found between achievement motivation and problem-solving, indicating that more motivated employees possess a greater ability to handle professional challenges. The results further confirmed a direct relationship between organizational justice and problem-solving, along with an indirect influence via achievement motivation. This suggests that achievement motivation plays a partial mediating role in explaining the relationship between the two main variables. These findings support the theoretical model that posits a just organizational environment raises motivation levels, which in turn improves job performance, particularly in problem-solving skills. The study highlights the importance of promoting organizational justice within educational institutions by improving resource allocation, adopting transparent administrative procedures, and enhancing interpersonal communication. It also recommends developing employee motivation through training programs that target the development of thinking and analytical skills. This study represents a significant contribution to understanding organizational behavior in the Iraqi educational environment and provides a practical framework for improving institutional performance.