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The authors address three overlooked issues regarding the well-established organizational justice and trust relationship: how an authority’s enactment of fair outcomes, procedures, and interactions “trickles down” to the development of coworker trust; how trust and respect represent distinct interpersonal outcomes; and whether coworker dynamics mediate these relationships. Using original survey data collected at two time points from 354 high school teachers, the authors investigate justice antecedents and the mediating role of coworker dynamics using structural equation modeling. The authors find that the effects of the authority’s (i.e., principal’s) distributive and procedural justice actions on coworker trust and respect do “trickle down” and are mediated through coworkers’ collective responsibility and work communication. In contrast, principal’s interpersonal justice has no effect on coworker dynamics or interpersonal outcomes, but coworker interpersonal justice enhances these outcomes. The results of this study also provide empirical support for the conceptual distinctiveness of trust and respect in the workplace.

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Purpose: Multiple-measure principal evaluation systems have become commonplace in the past decade, but we do not know how principals perceive their evaluations under these regimes. This study analyzes how principals perceive evaluation in a state that was an early adopter of such a system. It describes how attitudes are explained by individual and contextual factors, performance ratings, and elements of the evaluation process. Research Methods: Using data from a statewide survey of Tennessee principals in three consecutive school years, we create an index of principal evaluation perceptions of evaluation, then employ regression analysis to predict principals’ attitudes with measures gleaned from survey and administrative data sources. Findings: High school and veteran principals have more negative views of their evaluations. Practice ratings from the principal’s supervisor, though not the overall evaluation score, are positively correlated with attitudes. Principals assigned ratings more often view evaluation more positively, even accounting for their rating, as do principals who have worked longer with their evaluator. We find no evidence that racial or gender matching between principals and raters leads to more positive perceptions, and in fact Black principals may perceive evaluation more negatively when their evaluator is Black. Implications: Our results suggest some directions for states and districts seeking to make evaluation more meaningful for principals. Principals appear to value both frequency of feedback and consistency in raters over time. These factors may be especially important for low-rated principals, veteran principals, and those in secondary schools, who may perceive less value from principal evaluation.

Recent research on racial inequality at work offers fruitful insights on the organizational conditions that reproduce racial segregation, racial disparities in wages, and racial hierarchies in the labor market and the workplace. Much less is known, however, about the specifically occupational influences that impinge on equitable work outcomes by race. In this paper, we explore three processes at the occupational level that relate to racial segregation, racialized access to resources, and status in one's line of work. We review research on racial inequality at work over the last 20 years to elucidate what is known, and remains to be seen, about these occupational processes. First, we review how occupational members get selected, and attempt to self-select, into occupations via recruitment, licensing, credentialing, or certifications. Second, we consider how occupational incumbents teach, govern and evaluate new entrants, and with what consequences for racial inclusion/exclusion and retention in careers. Third, we examine research on client-or service-based work, and highlight how workers navigate not only their roles, but also racial dynamics, vis-a-vis clients. We conclude with suggestions for how future research can harness occupational analysis to advance understanding of racial inequality at work.