PERFORMANCE APPRAISAL FAIRNESS AND EMPLOYEE OUTCOMES IN UZBEKISTAN’S EDUCATIONAL INSTITUTIONS: A QUANTITATIVE INVESTIGATION
DOI:
https://doi.org/10.5281/zenodo.19054247Ключевые слова:
performance appraisal, organisational justice, job motivation, organisational commitment, intention to remain, educational institutions, Uzbekistan, PLS-SEM, HR management, Central AsiaАннотация
Since 2017, Uzbekistan’s education sector has expanded rapidly, yet little empirical research has examined
how the fairness of performance appraisal (PA) systems affects employee outcomes in educational institutions.
Drawing on Organisational Justice Theory and Social Exchange Theory, this study examines the relationship between
four dimensions of PA fairness—distributive, procedural, interpersonal, and informational justice—and three employee
outcomes: job motivation, organisational commitment, and intention to remain. A quantitative cross-sectional survey
was conducted among 150 academic and administrative employees from three Tashkent-based institutions: Oxbridge
International School, British Council Uzbekistan, and Westminster International University in Tashkent. Data were
analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results show that procedural justice
is the strongest predictor of organisational commitment and intention to remain, while distributive justice most strongly
predicts job motivation. Informational justice also significantly influences all three outcomes. The findings contribute
to HR management research in Uzbekistan and offer practical recommendations for improving performance appraisal
systems in educational institutions
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