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Justice in school practices : 6th and 7th grade students' perceptions of their school experiences

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2008
Çelikkaya, Tülay
This study aims to investigate primary school students’ perceptions of justice based on their school experiences and to examine whether their perceptions show significant differences with respect to certain background variables. The sample of this study consisted of 526 students from seven primary schools in different neighborhoods in Ankara. The data was gathered through a questionnaire developed by the researcher in order to measure the students’ perceptions of justice based on their school experiences. Descriptive and inferential statistics were employed for the analysis of the data. The principal component analysis extracted four dimensions of justice, namely distributive justice, interactional justice, procedural justice and retributive justice. The results of the repeated measures analysis indicated that dimensions can be listed from the most fair to least fair as procedural justice, retributive justice, interactional justice and distributive justice. Students perceived their schools’ practices most fair with respect to procedural justice and retributive justice. The results of the MANOVA indicated that gender and achievement level has significant effect on students’ perceptions of justice. Compared to males, female students perceived their school experiences more fair. Results also revealed that compared to low achievers, high achievers perceived their school environment more fair with respect to retributive justice. Principals and teachers should pay attention to the distribution of the grades, praises, punishment, since students perceived their school practices least fair with respect to distributive justice.