The relationship between classroom management justice and school engagement from the perspective of university students

Abstract

Education continues to be an area that is likely to completely affect the future of humanity. Countries are trying to raise the level of education and increase the quality of the education provided as much as possible. To ensure that the quality of education is improved, many studies look from the perspectives of educators and officials who determine education policies. This study examines teachers' classroom management and approaches to justice in the classroom through the eyes of students. This study aims to shed light on the relationship between educators’ justice in classroom management and students’ school engagement based on the perceptions of university students. The study is based on a correlational design that examines the relationship between variables. It was conducted with 283 students at Şırnak University. The sample was determined randomly. The data were collected via the "Perception of Justice in Classroom Management" scale and the "School Engagement of University Students" scale. As a result, there was a moderately positive and significant relationship between the perception of justice in classroom management and school engagement. Besides, as a result of the regression analysis, it was revealed that the perception of the educators towards justice in classroom management predicted students’ school engagement. It was observed that 19% of students' school engagement was explained by educators’ perceptions of justice in classroom management.