فهرست نشریات علمی دسترسی آزاد ایران

Teacher’s being just in distributing outcomes, enacting procedures, and communicating with students is among the practices enhancing L2 teachers’ pedagogical effectiveness and students’ emotional and academic experiences. Studying students’ perceptions of teacher classroom justice is of primary importance as it is among students’ first priorities and expectations. Nevertheless, such studies are greatly lacking in the L2 literature, which might be mainly because there is a shortage of student-perceived classroom justice scales specifically designed and validated in L2 education. To address this issue, we revalidated the Teacher Classroom Justice Scale (TCJS) originally developed by Estaji et al. (2023) on Iranian EFL instructors. This study employed a sample of 318 EFL students drawn from the same context as the instructors’ sample. Confirmatory factor analysis (CFA) and reliability results provided strong empirical evidence that this scale has good psychometric properties to assess student-perceived classroom justice principles. To ensure its nomological validity, we examined its relationship with Chory’s Classroom Justice (CJ) measures (Chory, 2007; Chory-Assad & Paulsel, 2004b) which have been among the most frequently used measures of student-perceived classroom justice/fairness in non-L2 domains. Correlational results approved the Nomological validity of Teacher Classroom Justice Scale-Student Perceived (TCJS-SP), indicating this scale assesses a construct (i.e., classroom justice) associated with, but not identical to, the construct (i.e., classroom fairness) measured by Chory’s CJ measures. These findings contribute to the hypothesized relationship between justice and fairness and refinement of a valid classroom justice instrument to promote more empirical studies in L2 instructional contexts.