Abstract:

The aim of this session is to present a research study conducted to determine the perceptions of justice among teachers who provide English language education and to examine how these perceptions vary according to different variables. Establishing a fair structure in the classroom is one of the fundamental responsibilities of teachers. Justice is reflected not only in teaching methods but also in student-teacher interactions, classroom management, and assessment processes. A fair instructional environment directly impacts students' academic success, motivation, and overall well-being, playing a critical role, especially in the context of foreign language learning, which is inherently a social and interactive process. This study seeks to contribute to the limited body of literature on teacher classroom justice and aims to develop a deeper understanding of its effects in English language education.

To achieve this, the study employed an explanatory mixed-methods approach, utilizing both quantitative and qualitative data collection tools. In the quantitative phase, the ‘Teacher Classroom Justice Scale (TCJS)’ was used to assess participants' perceptions of justice. This scale examines the procedural, distributive, and interactional dimensions of teacher classroom justice. In the qualitative phase, semi-structured interviews were conducted with volunteer participants to gain deeper insights into teachers' perceptions. Approximately 100 English language instructors teaching in the English Preparatory Program at Anadolu University’s School of Foreign Languages will have participated in the study. Quantitative data will be presented through descriptive statistics and significance tests, while qualitative data will be presented with findings obtained via content analysis.

The unique contribution of this study lies in its comprehensive approach to teacher classroom justice in foreign language education, addressing a significant gap in the existing literature. The findings are expected to inform the development of educational policies and enhance teachers' professional development processes. Additionally, by analyzing the impact of justice perceptions on teacher-student interactions, classroom management, and student achievement, the study aims to guide the adoption of a more just and effective language teaching approach. Ultimately, this research study seeks to contribute to a more equitable and sustainable understanding of education by examining the role of teacher classroom justice in English language teaching. The theoretical and practical contributions of the study will raise awareness in the field of foreign language education and provide a strong foundation for a more student-centered learning environment.

Keywords:

Teacher, Classroom Justice, English Language Teaching.