PERFORMANCE APPRAISAL FAIRNESS AND EMPLOYEE OUTCOMES IN UZBEKISTAN'S EDUCATIONAL INSTITUTIONS: A QUANTITATIVE INVESTIGATION

Since 2017, Uzbekistan’s education sector has expanded rapidly, yet little empirical research has examinedhow 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 betweenfour dimensions of PA fairness—distributive, procedural, interpersonal, and informational justice—and three employeeoutcomes: job motivation, organisational commitment, and intention to remain. A quantitative cross-sectional surveywas conducted among 150 academic and administrative employees from three Tashkent-based institutions: OxbridgeInternational School, British Council Uzbekistan, and Westminster International University in Tashkent. Data wereanalysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results show that procedural justiceis the strongest predictor of organisational commitment and intention to remain, while distributive justice most stronglypredicts job motivation. Informational justice also significantly influences all three outcomes. The findings contributeto HR management research in Uzbekistan and offer practical recommendations for improving performance appraisalsystems in educational institutions