RESEARCH ARTICLE
Subtypes of Perceived Teacher Unfairness and Their Connection to Students' Gender, Victimization, Truancy, and Academic Achievement
Yinyin Wu,
Changjiang Wang,
Jianzhi Liu,
Tao Jiang,
Yinyin Wu
Institute of Education Sciences, Taizhou University, Taizhou, Zhejiang, China
Search for more papers by this authorChangjiang Wang
School of Physics and Electronic Information, Anhui Normal University, Wuhu, Anhui, China
Search for more papers by this authorJianzhi Liu
School of Physics and Electronics, Hunan Normal University, Changsha, Hunan, China
Search for more papers by this authorCorresponding Author
Tao Jiang
Institute of Education Sciences, Taizhou University, Taizhou, Zhejiang, China
Correspondence: Tao Jiang ([email protected])
Search for more papers by this authorYinyin Wu,
Changjiang Wang,
Jianzhi Liu,
Tao Jiang,
Yinyin Wu
Institute of Education Sciences, Taizhou University, Taizhou, Zhejiang, China
Search for more papers by this authorChangjiang Wang
School of Physics and Electronic Information, Anhui Normal University, Wuhu, Anhui, China
Search for more papers by this authorJianzhi Liu
School of Physics and Electronics, Hunan Normal University, Changsha, Hunan, China
Search for more papers by this authorCorresponding Author
Tao Jiang
Institute of Education Sciences, Taizhou University, Taizhou, Zhejiang, China
Correspondence: Tao Jiang ([email protected])
Search for more papers by this authorFirst published: 22 March 2025
ABSTRACT
This study explored the relationships between gender, peer victimization, truancy, academic achievement, and subtypes of perceived teacher unfairness using secondary data from the 2015 Program for International Student Assessment (PISA) test in Poland. Through a two-stage stratified sampling method, 4,478 students aged 15 to 16 were selected and completed questionnaires and academic tests. PISA investigated physical, verbal, and relational aggression against students using scale number ST038 (Victimization Scale). Scale ST039 (Teacher Unfairness Scale) examined students' perceptions of unfair behaviors by teachers in teaching and management. Scale ST062 (Truancy Scale) explored students' tardiness and absenteeism. Latent class analysis (LCA) identified three perceived teacher subtypes: fair, mildly unfair, and unfair. 9.94% of students belonged to the perceived unfair subtype. Compared to the perceived fair subtype, boys were 3.203 times more likely than girls to be in the perceived unfair subtype. LCA with victimization and truancy as covariates showed that the more unfair the perceived teacher subtype, the greater the student victimization and truancy. The LCA with achievement as a covariate yielded two findings: Achievement was not associated with student membership in perceived teacher unfairness subtypes. Students in the perceived unfair subtype exhibited academic resilience, with an average score similar to the other two subtypes.
Summary
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Practitioners should pay attention to students who experience teacher unfairness, as they may also be truants and victims.
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Practitioners should not overlook boys, who are more likely than girls to perceive teacher unfairness.
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Unfair teachers relied on harshness and verbal abuse to assert their authority in teaching and management. They can benefit from training in teacher-student interaction skills.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
Data is available on https://www.oecd.org/en/data/datasets/pisa-2015-database.html.
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