Unfairness in teacher-student conflict situations: comparing teachers‘and students‘ point of view
P. 5 išspausdinta tokio paties pavadinimo tezė.
The purpose of this study is to identify experiences of distributive, procedural, and interactional injustice at educational setting. This study answers two research questions: 1) what teachers’ actions are perceived as unfair? 2) What students’ actions are perceived as unfair by teachers. Participants were 30 students and 31 teachers. Respondents were asked to remember a teacherstudent conflict they experienced at school. Results indicate that there are 5 issues of procedural, 4 issues of distributive, and 3 issues of interactional injustice. In addition, both teachers and students more often reported conflicts covered behaviour that violated two or even three types of justice. The findings suggest that in order to avoid destructive conflicts teachers should be aware of students‘understanding of justice. Teachers may promote justice perceptions in classes by being more skilled in conflict management.