Modeling the Relationship between Belief in a Just world and Perception of the Learning Environment, Mediated by the Perception of Teacher Justice, among High school students in Urmia

Document Type : Original Article

Authors

1 PhD in TEFL, English Translation and Interpreting Studies, Gelisim University, Istanbul, Turkey.

2 PhD in Educational Management, Department of Educational Management, Urmia University, Iran.

Abstract

Objective: The main purpose of this study was to empirically evaluate a theoretical model, with the assumption that students' personal belief in a just world would predict their experiences of teacher justice and their perceptions of the learning environment.
Methodology: This study was descriptive-correlational. Data were gathered from 530 high school students through stratified random sampling, using three scales: the "What is happening in this Class?" scale designed by Fraser et al. (1996), the Personal Belief in a Just World scale by Dalbert (1999), and the Teacher Justice Scale by Dalbert & Stoeber (2002). Structural Equation Modeling (SEM) was used to explore and compute the relationships between the examined variables.
Results: Path analysis results showed a positive and significant relationship between personal belief in a just world and perceptions of teacher justice, as well as with the three dimensions of the learning environment. The results also indicated statistically significant positive connections between teacher justice and the dimensions of perceived learning environments.
Conclusion: Perceived teacher justice behavior mediated the connection between personal belief in a just world and the perceived learning environment

Keywords

New Approaches in Educational Management
Volume 1, Issue 2 - Serial Number 2
Summer
August 2025
Pages 1-16

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