Developing and Validating a Model of Iranian EFL Teacher Classroom Fairness
محورهای موضوعی :
Meghdad Sadeghi
1
,
Valeh Jalali
2
,
Neda Fatehi Rad
3
1 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran.
3 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
کلید واژه: perceptions, Classroom fairness, Distributive classroom fairness, Interactive classroom fairness, Procedural classroom fairness,
چکیده مقاله :
The present study aimed to develop and validate a model of Iranian EFL teacher classroom fairness using a sequential exploratory mixed methods design (QUAL + quan). The participants consisted of two groups. The first group consisted of 250 Iranian EFL teachers who were selected through available sampling through virtual groups in social networks. The second group of participants included 150 Iranian EFL learners at the intermediate level from different private language institutes in Iran were selected through available sampling from different virtual groups in WhatsApp or Telegram. The following instruments used for data collection in the present study: A Demographic information scale and a closed-ended questionnaire. Data analysis was conducted through thematic analysis by MAXQDA software and Structural Equation Modeling (SEM), using exploratory and confirmatory factor analysis through SPSS and AMOS 24 software. Finally, the reliability of the developed model of Iranian EFL teacher classroom fairness was estimated using Cronbach's alpha coefficient. According to the results, a model of Iranian EFL teacher classroom fairness developed in four main components, including teaching fairness, evaluation fairness, classroom management fairness, and classroom communication fairness. Finally, the proposed model of Iranian EFL teacher classroom fairness found to be valid and reliable. The findings have some implications for policymakers, teacher educators, teacher education administrators, and curriculum developers
The present study aimed to develop and validate a model of Iranian EFL teacher classroom fairness using a sequential exploratory mixed methods design (QUAL + quan). The participants consisted of two groups. The first group consisted of 250 Iranian EFL teachers who were selected through available sampling through virtual groups in social networks. The second group of participants included 150 Iranian EFL learners at the intermediate level from different private language institutes in Iran were selected through available sampling from different virtual groups in WhatsApp or Telegram. The following instruments used for data collection in the present study: A Demographic information scale and a closed-ended questionnaire. Data analysis was conducted through thematic analysis by MAXQDA software and Structural Equation Modeling (SEM), using exploratory and confirmatory factor analysis through SPSS and AMOS 24 software. Finally, the reliability of the developed model of Iranian EFL teacher classroom fairness was estimated using Cronbach's alpha coefficient. According to the results, a model of Iranian EFL teacher classroom fairness developed in four main components, including teaching fairness, evaluation fairness, classroom management fairness, and classroom communication fairness. Finally, the proposed model of Iranian EFL teacher classroom fairness found to be valid and reliable. The findings have some implications for policymakers, teacher educators, teacher education administrators, and curriculum developers
Argon, T., & Kepekcioglu, E. S. (2016). The relationship between university students’ instructors’ credibility and perceptions of justice in the classroom. The Anthropologist, 24(1), 347-353.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education. 8th edition. Wadsworth: Cengage Learning.
Ary, D., Jacobs, L., Sorensen, C., & Walker, D. (2019). Introduction to research in education. 10th edition. Cengage. United Kingdom.
Berti, C., Mameli, C., Speltini, G., & Molinari, L. (2016). Teacher justice and parent support as predictors of learning motivation and visions of a just world. Issues in Educational Research, 26(4), 543-560.
Chesebro, J. L., Martin, M. M & Bulson, A. E. (2004). Further examining the nature and benefits of clear teaching: The relationships between teacher clarity, feedback to students, and student perceptions of fairness. Proceedings of the Eastern Communication Association, Boston, MA.
Chory, R. M., Horan, S. M., & Houser, M. L. (2017). Justice in the higher education classroom: Students’ perceptions of unfairness and responses to instructors. Innovative Higher Education, 42(4), 321-336. https://doi.org/10.1007/s10755-017-9388-9
Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50(1), 58-77.
Chory-Assad, R. M., & Paulsel, M. L. (2004b). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education, 53(3), 253-273.https://doi.org/10.1080/0363452042000265189
Coombe, C. (2020). Quality education begins with teachers What are the qualities that make a TESOL teacher great? In J. D. M. Agudo (Ed.), Quality in TESOL and teacher education: From a results culture towards a quality culture (pp. 171-184). Routledge.
Cropanzano, R., & Greenberg, J. (1997). Progress in organizational justice: Tunneling through the maze. In C. L. Cooper & I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology (pp. 317-372). John Wiley & Sons.
Ehrhardt, N., Pretsch, J., Herrmann, I., & Schmitt, M. (2016). Observing justice in the primary school classroom. Zeitschrift Für Erziehungswissenschaft, 19(1), 157-190. https://doi.org/10.1007/s11618-015-0664-0
Ehrhardt-Madapathi, N., Pretsch, J., & Schmitt, M. (2018). Effects of injustice in primary schools on students’ behavior and joy of learning. Social Psychology of Education, 21(2), 337-369. https://doi.org/10.1007/s11218-017-9416-8
Estaji, M., & Zhaleh, K. (2022). Iranian EFL teachers’ expectations and perceptions about teacher classroom justice training. TEFLIN Journal, 33(2), 272-291.
Fitzgerald, S. M., Mahony, D., Crawford, F., & Hnat, H. B. (2014). Distributive justice in higher education: Perceptions of administrators. Innovative Higher Education, 39(5), 401-415. https://doi.org/10.1007/s10755-014-9287-2
Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2018). Emotionally supportive classroom interactions and students’ perceptions of their teachers as caring and just. Learning and Instruction, 54, 82-92. https://doi.org/10.1016/j.learninstruc.2017.08.003
Grazia, V., Mameli, C., & Molinar, L. (2020). Adolescents’ profiles based on student agency and teacher autonomy support: Does interpersonal justice matter? European Journal of Psychology of Education, 36, 1117-1138. https://doi.org/10.1007/s10212-020-00504-2
Greenberg, J. (1993). The intellectual adolescence of organizational justice: You’ve come a long way, maybe. Social Justice Research, 6(1), 135-148. https://doi.org/10.1007/BF01048736
Kazemi, A. (2016). Examining the interplay of justice perceptions, motivation, and school achievement among secondary school students. Social Justice Research, 29(1), 103-118. https://doi.org/10.1007/s11211-016-0261-2
Kobs, S., Knigge, M., & Kliegl, R. (2021). Justice judgements of student-teacher-interactions in inclusive classrooms—an experimental study considering special needs. Z Erziehung Swiss, 24(6), 1309-1334.https://doi.org/10.1007/s11618-021-01040-5
Mameli, C., Biolcati, R., Passini, S., & Mancini, G. (2018). School context and subjective distress: The influence of teacher justice and school-specific well-being on adolescents’ psychological health. School Psychology International, 39(5), 1-17. https://doi.org/10.1177/0143034318794226
Pishghadam, R., Derakhshan, A., Zhaleh, K., Al-Obaydi L. H. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology. https://doi.org/10.1007/s12144-021-01738-z
Pishghadam, R., Naji Meidani, E., & Khajavy, G. (2015). Language teachers’ conceptions of intelligence and their roles in teacher care and teacher feedback. Australian Journal of Teacher Education, 40(1), 60–82. http://doi.org/10.14221/ajte.2015v40n1.4
Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ critical incidents of fairness in classroom assessment: An empirical study. Social Psychology of Education, 22(3), 701-722. https://doi.org/10.1080/0969594X.2019.1593105
Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualizing fairness in classroom assessment: Exploring the value of organizational justice theory. Assessment in Education: Principles, Policy & Practice, 26(5), 584-611. https://doi.org/10.1080/0969594X.2019.1593105
Sonnleitner, P., & Kovacs, C. (2020). Differences between students’ and teachers’ fairness perceptions: Exploring the potential of a self-administered questionnaire to improve teachers’ assessment practices. Frontiers in Education, 5, 1-14. https://doi.org/10.3389/feduc.2020.00017
Thorkildsen, T. A. (1989). Justice in the classroom: The student's view. Child Development, 60(2), 323–334.
