| Popis: |
Chapter 7 discusses students’ perceptions of teacher–student relations in light of the distributive, procedural, and interactional aspects of organizational justice. Teachers distribute a wide range of relational resources: they allot attention, help students as needed, react to non-routine events (distractions, class fights), give either encouragement or disapproval, and show respect and affection. In the understanding of students, teachers should distribute these relational resources according to a principle of equality; in practice, however, they often deviate from this rule and treat students unequally. This gap between expectations and actual distribution evokes in students a sense of relational injustice that, in turn, affects a wide range of their attitudes and behaviors, such as social trust, endorsement of the teacher’s legitimacy, learning motivation, and rule compliance. The chapter provides two opposing perspectives regarding relational justice at the organizational level: emotional work and caring, and retributive/restorative justice. |
