Especially during times of intense change, managers may negatively impact the quality of employee-manager relationships by breaching or violating psychological contract terms and exhibiting unfair treatment (i.e., interactional injustice) in the workplace. A psychological contract is conceptualized as an exmployee's perception or individualistic belief about the reciprocal and promissory nature of the employment relationship (Argyris, 1960; Levinson, Price, Munden, Mandl, & Solley, 1966; Rousseau, 1989, 1990, 1995; Schein, 1965, 1994). Misperceptions surrounding contractual changes and perceived misalignments between managers' words and deeds have contributed to employee perceptions of contract breach and violation, which are linked to negative employee attitudes and behaviors (Andersson, 1996; Morrison & Robinson, 1997; Pate, Martin, & Staines, 2000; Rousseau, 1995). Employees may simultaneously experience interactional injustice when managers act in disparaging ways and fail to provide adequate explanations (Bies, 1989; Bies & Moag, 1986). Leadership literature has provided evidence that high-quality leadership can positively influence employees' behaviors and attitudes and increase perceptions of workplace fairness (Dirks & Ferrin, 2002; Kickul, Gundry, & Posig, 2005; Kouzes & Posner, 2003). However, the relational role of leadership credibility, within the context of psychological contract breach and violation and interactional justice, has not been examined in leadership, psychological contract, and organizational justice literatures. This study was designed to explore the relationships between leadership credibility, interactional justice, and psychological contract breach and violation. The results of the study confirmed that employees' perceptions about leaders' credibility does strongly relate to managerial violation, interpersonal justice, and informational justice. / Ph. D.

This study investigated teachers' perceptions of African- American principals' leadership and the extent to which those perceptions varied according to their race, gender, years of teaching experience, and years working with the principal. The results of this exploratory study are intended to enhance the empirical data reflecting the leadership characteristics of the African-American principal and to contribute to the research on leadership in general. The participants in this study consisted of 32 African-American principals and 164 teachers in schools representing 12 states during the 2004-2005 school year. Each teacher participant completed either an electronic or paper version of the Leadership and Management of Schools Survey Instrument (LMSS) which addressed the leadership and management traits of the principal and the demographic data on the teachers. The findings indicated that African-American principals are perceived as using high levels of transformational and transactional leadership. Additionally, results indicated that race influences the leadership credibility of the African-American principal. There did not appear to be a significant relationship between teachers' perceptions and gender of a teacher, gender of the principal, or both, and no relationship was found between the years of teachers' experience and their perceptions of the African- American principals. However, teachers' perceptions of African- American principals' leadership and management qualities increased positively with the number of years of experience working with the principal. Indications from these findings can be useful to universities, colleges, and school districts in making informed decisions concerning the training, recruitment, and placement of African-American principals.