Biological Teachers’ Personality and Task Performance Mediated by Procedural Justice

In any organization, especially in school system, justice is among other things discussed by teachers and school principal. Question about how teachers will well performed, theoretically influenced by how their personality and how they treated with full of justice, procedurally. The objective of this research, therefore, tried to find out whether biological teachers’ task performance affected by personality and procedural justice as well. A causal survey used by involving 90 senior high school biological teachers. There were three instruments developed for measuring big-five factors-personality (P), procedural justice (PJ) and task-performance (TP). Data analyzed by using path analysis after analyzed by regression and correlation. Research findings revealed that personality and procedural justice directly and significantly affect teachers’ task performance. Moreover, procedural justice was a good mediated factor connecting between personality and task performance. It could be concluded that if teachers’ task performance would like to be improved positively, teachers personality and procedural justice could not be neglected due to teachers’ task performance variation affected by those two factors, in order to build a high biological teachers quality.