The Dispositional Fairness For Primary And Middle School Teachers: Structure, Antecedent And Consequence

Teacher fairness is an important part of realizing education fairness and an important condition for promoting the harmonious development of society.At present,the educational equity in the field of basic education in China has changed from macro fairness to teacher-based micro fairness.Therefore,paying attention to and carrying out the relevant research on the moral personality trait of primary and secondary school teachers' fairness disposition is not only a practical need to promote the development of teachers' professional ethics,but also a mission to achieve educational fairness,which has important value to promote students' personality and teachers' own professional development.At present,the research related to teachers' fairness is becoming more and more abundant at home and abroad,but there are still some limitations:Firstly,existing studies have mostly explored teachers' perceptions of fairness from the perspective of students,and lacked the connotation and structure of teachers' fairness tendencies from the perspective of teachers,and lacked the measurement tools to understand the current situation of primary and secondary school teachers' fairness.Secondly,in terms of the influencing factors of teacher fairness disposition,existing research focuses on its theoretical analysis,lack of empirical research,and it is unable to understand how various factors affect teachers' fairness.Furthermore,it is not clear whether teachers' disposition of fairness has an impact on their professional behavior,especially in dealing with students,are there any differences in the behavior of teachers with different levels of fairness in dealing with students? Does teachers' fair disposition have the same mechanism on students' positive behavior(such as caring behavior)and negative behavior(such as immoral behavior)?Based on this,this paper examines these problems through 4 parts and 12 studies.The first part is the research on the structure and measurement of fairness disposition of primary and secondary school teachers.We reviewed the literature on the ideology of Fairness in traditional Chinese culture(Study 1),by using the methods of content analysis and questionnaire survey,this paper summarizes the concept and structure of teacher fairness,and develops a questionnaire on the fairness disposition of primary and secondary school teachers to test its reliability and validity(Study 2).The second part is about the characteristics and influencing factors of fairness disposition.This part includes two studies.First of all,we used the self-designed“Dispositional Fair Scale for Chinese Middle and Primary School Teachers” to investigate the current situation and characteristics of teachers' fairness disposition(Study 3).Secondly,we discussed the effect of individual emotional factors(empathy),cognitive factors(moral fairness)and personality factors(social value orientation)on the fairness disposition to investigate the internal mechanism between empathy and fairness disposition(Study 4).The third part is the research on the relationship between teachers' fairness disposition and caring behavior.This part includes 4 studies.First,this study explored the relationship between teachers' fairness and caring behavior(questionnaire survey,study5).Then,we further clarified the relationship between the fairness disposition and the caring behavior through three behavioral experiments.The first experiment explored the relationship between fairness and explicit caring behavior(educational situation,Study 6).The second experiment,from the perspective of cognitive processing,explored the influence of fairness on the attention bias of caring information(Stroop task,Study 7).The third experiment explored the influence of fairness disposition on implicit caring behavior from the perspective of cognitive processing(IAT,Study 8).The fourth part is the research on the relationship between teachers' fairness and teachers' misbehavior.This part also includes 4 studies.Firstly,the relationship between teacher's fairness disposition and immoral behavior were discussed(questionnaire survey,Study 9).Then,we further clarified the relationship between the fairness disposition and teachers' misbehavior through three behavioral experiments.The first experiment explored the relationship between fairness and explicit teachers' misbehavior(educational situation,Study 10).The second experiment,from the perspective of cognitive processing,explored the influence of fairness disposition on the attention bias of unethical information(Stroop task,Study 11).The third behavior experiment explored the influence of fairness disposition on the implicit moral behavior from the perspective(IAT,Study 12).The results are as follows:1.The definition of fair disposition of primary and middle school teachers is: in the education and teaching situation,teachers tend to treat students impartially and equally in order to promote the good development of each student.The disposition of fairness includes three dimensions: consistency,wholeness and objectivity.The fairness disposition questionnaire consists of 12 items,the overall Cronbach's ? coefficient of the questionnaire was 0.92,the overall test-retest reliability of the questionnaire(interval 4weeks)was 0.80,indicating that the fairness disposition questionnaire has good reliability.The disposition of fairness is positively correlated with teachers' professional personality and moral identity,which indicates that the self-designed teacher fairness questionnaire has good structural validity.2.The fairness disposition of primary and middle school teachers was at a relatively high level.The fairness disposition of teachers of different titles is significantly different,the fairness disposition of senior teachers was higher than that of elementary and junior teachers(4.21 vs 4.06,4.19).There were significant differences in the level of fairness disposition of teachers of different teaching ages,and the fairness disposition level of teachers over 15 years was higher than that of teachers with 0-4 years of teaching and5-14 years of teaching(4.24 vs 4.14,4.12).There were significant differences in the level of teachers' fairness in different teaching stages.Primary school teachers were significantly higher than middle school and high school teachers(4.25 vs 4.06,3.96).3.Emotion,cognition and personality factors had a significant impact on teachers' fairness disposition: empathy had a significant positive predictive effect on teachers' fairness disposition(? = 0.28);empathy positively predicted fairness disposition through the mediation effect of moral fairness(standardized intermediary effect is 0.19);social value orientation plays a moderating role in the influence of empathy on moral fairness and the influence of moral fairness on fairness disposition.4.Fairness disposition can significantly positively affect teachers' caring behavior.The results of the questionnaire survey showed the higher the fairness disposition,the higher the caring disposition(? = 0.54).When in face of students with learning difficulties,teachers with high fairness disposition have significantly higher willingness to help students than teachers with low fairness disposition.In the face of students with good grades or students with poor grades,teachers with high fairness disposition have significantly higher willingness to help students than teachers with low fairness disposition.In the face of students with poor grades,teachers with high fairness disposition have significantly higher willingness to help students.The help time was significantly higher than that of teachers with low fairness disposition.In cognitive processing,the results of the stroop task show that teachers with high fairness showed an attention bias towards positive caring words;the result of the implicit association test shows that the IAT effect value of teachers with high fairness disposition is significantly higher than that of teachers with low fairness disposition,indicating high fairness teachers have more implicit care behavior.And teacher fairness affects caring behavior through the mediating effect of relationship commitment.5.Fairness disposition significantly negatively affect teachers' teachers' misbehavior.The results of the questionnaire survey show that the higher the fairness disposition,the lower the immoral disposition toward students(? =-0.28).When the students make mistakes,the punishment degree and punishment anomie behavior of the teachers in the low fairness disposition group is significantly higher than that in the high fairness disposition group,and the punishment anomie behavior of the students in the low fairness disposition group is significantly higher than that in the high of performance group.The results of stroop task showed that in terms of immoral words,the reaction time of low fairness disposition to immoral words was longer than that of high fairness disposition group,the reaction time of high fairness teachers to positive moral words was longer than that of negative moral words,and teachers with low fairness disposition showed attention bias to negative moral words.The results of implicit association test show that the IAT effect of teachers with high fairness is significantly higher than that of teachers with low fairness disposition,indicating that the implicit moral behavior of high fairness disposition group is more obvious.At the same time,fairness disposition affects teachers' moral behavior through the mediation effect of self-control.This study shows that the self-designed questionnaire on fairness disposition of primary and middle school teachers has good reliability and validity and can be used in the study of fairness disposition,and teachers' fairness disposition is influenced by the model of “cognition-emotion-personality”.The moral personality of fairness disposition has an important influence on teachers' behavior.From the perspective of positive behavior,teachers' fair disposition can positively predict their caring behavior,and there is a mechanism model of teachers' fair disposition-relationship commitment-caring behavior;from the perspective of negative behavior,teachers' fair disposition also negatively predicts immoral behavior to students,and there is a mechanism model of teachers' fair disposition-self-control-immoral behavior.Based the results,we could promote teachers' fair disposition,promote teachers' caring behavior for students from the promise of good teacher-student relationship,and reduce immoral behavior from the improvement of self-control,which has a certain practical significance for the realization of educational process fairness and social harmony.