Perceived Teachers’ Justice and Perceived Teachers’ Authority

Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

Hubungan Antara Iklim Sekolah dan Kepemimpinan Instruksional dengan Keadilan Guru Biologi

This study aims to analyze the relationship between School Climate with Biology Teacher Justice, Instructional Leadership with Biological Teacher Justice, and School Climate and Instructional Leadership together with Biology Teachers Justice. This research was conducted in Lebak District High School in Banten Province with a sample of 60 Biology Teachers. This study uses quantitative, descriptive methods with correlational techniques. This study uses a regression model with a significance level of α = 0.05 and the coefficient test with the Pearson Product Moment test α = 0.05. The results of the analysis show, there is a strong positive relationship with the climate between the School Climate and the Biology Teacher Justice, there is a positive relationship between Instructional Leadership and Biological Teacher Justice, including positive relationships with strong ties in School Climate and Instructional Leadership along with Justice Biology Teacher. The conclusion of this study is the positive relationship between the variables discussed, and the implications of this research can be made reference and evaluation materials for special educational institutions and the general public.Abstrak: Penelitian ini bertujuan untuk menganalisis hubungan antara Iklim Sekolah dengan Keadilan Guru Biologi, Kepemimpinan Instruksional dengan Keadilan Guru Biologi, dan Iklim Sekolah dan Kepemimpinan Instruksional secara bersama-sama dengan Keadilan Guru Biologi. Penelitian ini dilakukan di Sekolah Menengah Atas Negeri Se-Kabupaten Lebak Provinsi Banten dengan jumlah sampel 60 Guru Biologi.Penelitian ini mengunakan pendekatan kuantitatif, metode dekriptif dengan teknik korelasional. Penelitian ini mengunakan uji model regresi dengan taraf signifikansi α= 0,05 dan uji koefisien korelasi dengan uji Pearson Product Moment α=0,05. Hasil analisis menunjukan bahwa, Terdapat hubungan positif dengan tingkatan yang cukup kuat antara Iklim Sekolah dengan Keadilan Guru Biologi, terdapat hubungan positif antara Kepemimpinan Instruksional dengan Keadilan Guru Biologi, serta terdapat hubungan positif dengan tingkatan hubungan yang cukup kuat antara Iklim Sekolah dan Kepemimpinan Instruksional secara bersama-sama dengan Keadilan Guru Biologi. Kesimpulan dari penelitian ini terdapat hubungan yang positif antara ketiga variabel yang diteliti, dan implikasi dari peneltian ini bisa dijadikan bahan refensi dan evaluasi bagi institusi pendidikan khususnya dan khalayak umum.

School context and subjective distress: The influence of teacher justice and school-specific well-being on adolescents’ psychological health

Notwithstanding the large consensus on the idea that justice should be favoured in school contexts to promote student well-being, there is still a lack of research that has investigated how the experience of justice at school spreads impact on global adolescent psychological health. The aim of this study is to investigate the degree to which the experience of teacher (in)justice is possibly related to some of the indicators of adolescent global psychological health, namely individual and social functioning, psychological problems, and somatic symptoms. We also test the role of two components of school-specific well-being, i.e., emotional engagement and classroom connectedness, here considered as potential mediators between teacher justice and psychological health. Structural equation modelling indicated that teacher justice is positively associated with emotional engagement, classroom connectedness and individual functioning, and negatively related to psychological problems. The relation from teacher justice to individual functioning was partially mediated by emotional engagement and classroom connectedness. The relation from teacher justice to social functioning and somatic symptoms was fully mediated by classroom connectedness, while a partial mediation was found between teacher justice and psychological problems via classroom connectedness. These results are commented at the light of their implications for teacher practices.