Subtypes of Perceived Teacher Unfairness and Their Connection to Students' Gender, Victimization, Truancy, and Academic Achievement

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.