Teacher-student Interactional Justice In The Classroom

Educational equity is usually regarded as an important basis for social equity.People’s understanding of education fairness mainly focuses on the distribution level,which is about to ensure the fair distribution of educational opportunities or resources,rather than the fairness problems caused by the interaction between the students behind this distribution process.Especially in the classroom situation,teachers must not only distribute educational goods among different students,but also maintain fair interaction with different students.The current research on interactional justice is mostly based on the investigation of the organizational environment such as enterprises,and there are few discussions on the classroom situation,and there is also a lack of models,tools or indicators that accurately measure the fairness of teacher-student interaction in the classroom.In view of this,this research mainly starts from the students’ perception,explores the main characteristics and influencing factors of the fairness of the teacherstudent interaction in the classroom,and then proposes practical suggestions to promote the teacher-student interactional justice in the classroom.Based on existing research,this research defines teacher-student interactional fairness(also known as interactional justice)as in the context of classroom teaching,teachers treat students fairly in the process of the teacher-student interaction.Based on the four principles of Bies and Moag on interactional justice,it is divided into four levels:propriety,respect,truthfulness,and justification.On this basis,with reference to the scale of interactional justice at home and abroad and the theory of teacher-student interaction,combined with the characteristics of classroom teaching,a fourdimensional questionnaire was compiled to explore the fairness of teacher-student interaction under the Chinese background.This research adopted questionnaire method,selected 553 students in grades 6 to 9 from six schools in S city and H city as the subjects of the survey,and explored the actual situation and possible factors of classroom teacher-student interaction through statistical methods such as descriptive statistics,independent sample t-test,single-factor variance analysis,etc.The study found that:First,students’ perception of interactional justice is generally at the upper-middle level(M>4).Among the different dimensions of interactional justice,the higher scores were the dimensions of respect and truthfulness,while the propriety and justification dimensions scored lower.Second,inter-school differences have the greatest impact,and different schools have differences in the four dimensions and interactional justice overall.Third,different grades have significant differences in the total scores of teacher-student interactional justice and the respect and propriety dimensions.Grade 6 scores the highest,the sense of interactional justice decreases with the increase of grades,and grade 9 has the lowest fairness experience.Fourth,there are significant differences in the propriety dimensions of the parents’ highest level of education,parent occupation,student household registration,and student’s grades.Fifth,gender has significant differences in justification dimensions and overall fairness,and girls’ scores of fairness are higher than boys’.Sixth,class leaders have significant differences in the three dimensions of truthfulness,propriety,and justification,and the total scores of interactional justice,and they score higher in class leaders’sense of fairness.The results show that in the classroom teacher-student interaction,the basic"respect for students" still needs to be improved,and "differential treatment" based on the individual differences of different students is still a long way to go.Among them,"propriety dimensions" differ significantly among students in different schools,grades,family socio-economic status,household registration,different grades and different positions,which highlights the importance and urgency of promoting teachers’ concept of fairness and respecting students’ differences.Therefore,this study suggests that in educational practice,schools should create a good and fair atmosphere,make rational use of various resources,teachers should consider multiple justice orientations,apply the principle of pluralism and fairness,and pay attention to the fair experience of students,and guide students to think rationally.