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johepal 2026, 7(1): 52-72 |
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El Hassane A A, Essabari S. (2026). Exploring Moroccan Students’ Perceptions of Classroom Justice and Satisfaction in Higher Education. johepal. 7(1), 52-72. doi:10.66224/johepal.7.1.52
URL: http://johepal.com/article-1-1638-en.html
URL: http://johepal.com/article-1-1638-en.html
Abstract: (119 Views)
This study seeks to understand how students understand the different types of classroom justice and how these understandings impact overall satisfaction. This study looks at 350 students from different Moroccan universities. The results show that students understand justice in an inter-relational dimension. The participants expressed an understanding of how relational justice influenced their satisfaction and motivation. In terms of students' understandings of justice and related processes, rules viewed by students as excessively controlling and arbitrary had no bearing on students' overall satisfaction and envisioning of fairness in the situation. Concerning students' perceptions of justice in the classroom from a distributive justice perspective, the results demonstrated a weak or non-significant relationship with satisfaction levels, meaning the fairness or lack thereof in the distribution of outcomes seemed to have a smaller impact on students' perceptions of justice within the classroom context. This became more evident in the regression analysis, where interactional justice was found to be the best determinant of student satisfaction in the presence of the other dimensions of justice. The study illustrates how positive teacher-student relationships with transparency, respect, and fairness in instructional strategies impact student satisfaction. The study also advocates for improvements in the organizational practices to close the equity gaps and increase respect and openness.
Keywords: Classroom Justice, Distributive Justice, Interactional Justice, Moroccan Higher Education, Procedural Justice, Student Satisfaction
Type of Study: Research |
Subject:
Special
Received: 2025/09/29 | Accepted: 2026/03/8 | Published: 2026/03/31
Received: 2025/09/29 | Accepted: 2026/03/8 | Published: 2026/03/31
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