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Teachers' legitimacy: Effects of justice perception and social comparison processes
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Orientador(es)
Resumo(s)
Background. Teachers’ legitimacy is central to school functioning. Teachers’ justice,
whether distributive or procedural, predicts teachers’ legitimacy.
Aims. What is still do be found, and constitutes the goal of this paper, is whether unjust
treatment by a teacher affects the legitimacy of the teacher differently when the student
knows that the teacher was fair to a peer (comparative judgement) or when the student
does not have that information (autonomous judgement).
Samples. A total of 79 high school students participated in Study 1; 75 high school
students participated in Study 2.
Methods. Two experimental studies with a 2 justice valence (just, unjust) 9 2 social
comparison processes (autonomous judgements, comparative judgements) betweenparticipants
design were conducted. Study 1 addressed distributive justice and Study 2
addressed procedural justice. The dependent variable was teachers’ legitimacy.
Results. In both studies, situations perceived as just led to higher teachers’ legitimacy
than situations perceived as unjust. For the distributive injustice conditions, teachers’
legitimacy was equally lower for autonomous judgement and comparative judgement
conditions. For procedural injustice, teachers’ legitimacy was lower when the peer was
treated justly and the participant was treated unfairly, compared with the condition when
the participants did not know how the teacher treated the peer.
Conclusions. We conclude that teachers’ injustice affects teachers’ legitimacy, but it
does it differently according to the social comparisons involved and the type of justice
involved. Moreover, these results highlight that social comparisons are an important
psychological process and, therefore, they should be taken into account in models of
justice.
Descrição
Palavras-chave
Justice perception Social processes Teaching
Contexto Educativo
Citação
British Journal of Educational Psychology, 1-15. Doi: 10.1111/bjep.12131
Editora
Wiley