Warum die durch die Schüler und Schülerinnen individuell und subjektiv erlebte Gerechtigkeit des Lehrerhandelns wichtig ist
Abstract
Zusammenfassung. In der vorliegenden Arbeit wird das Konstrukt der durch die Schüler subjektiv und individuell erlebten Gerechtigkeit im Handeln der Lehrer und Lehrer (kurz: Lehrergerechtigkeit) vorgestellt. Zunächst wird die auf der Gerechte-Welt-Forschung aufbauende Gerechtigkeitsmotivtheorie vorgestellt, vor deren Hintergrund dann Hypothesen über die Bedeutung und die Funktion der Lehrergerechtigkeit entwickelt werden. Anschließend wird Forschung zu den Aspekten des Lehrerhandelns zusammengetragen, die von Schüler eher als gerecht oder ungerecht bewertet werden, um damit zu verdeutlichen, welche Aspekte des Lehrerhandelns zur subjektiv und individuell wahrgenommenen Gerechtigkeit im Handeln der Lehrer und Lehrerinnen beitragen können. Im dritten Abschnitt wird schließlich die Forschung zu den Korrelaten der Lehrergerechtigkeit dargestellt, die aufzeigt, dass die Lehrergerechtigkeit zur Erklärung zahlreicher Aspekte des Verhaltens (z. B. Bullying) und Erlebens (z. B. Belastungserleben) von Schülern und Schülerinnen beitragen kann.
Abstract. The present paper introduces the construct of teacher justice, i.e. the students’ subjective and individual experiences of justice in their teachers’ behavior towards them personally. In the beginning, justice motive theory will be introduced and on this background hypotheses regarding the meaning and functions of teacher justice will be developed. Afterwards, research on aspects of the teacher behavior which students evaluate as more or less just is summarized highlighting which teacher behavior might result in more or less subjective and individual experiences of teacher justice. Finally, research on the correlates of teacher justice is reviewed evidencing that teacher justice can explain a variety of aspects of the students emotional experiences (e. g., distress) and behavior (e. g. bullying) at school.
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