The Effect of Teacher Emotional Justice on Aesthetic Beliefs and Emotional Self-Expression of Elementary School Students in Tehran
Keywords:
Teacher emotional justice, aesthetic beliefs, emotional self-expression, elementary studentsAbstract
This study aimed to examine the effect of teacher emotional justice on students’ aesthetic beliefs and emotional self-expression in elementary education. The study adopted a quantitative, descriptive-correlational design and was conducted among elementary school teachers in Tehran. Data were collected using a researcher-made Teacher Emotional Justice Questionnaire along with standardized measures of aesthetic beliefs and emotional self-expression. The validity and reliability of the emotional justice scale were assessed through confirmatory factor analysis, item analysis, composite reliability, and Cronbach’s alpha. Structural equation modeling based on partial least squares (PLS-SEM) was applied using SPSS 28 and Smart PLS 3. The results of the structural model indicated that teacher emotional justice had a positive and statistically significant effect on students’ aesthetic beliefs (β=0.51, p<0.001) and emotional self-expression (β=0.56, p<0.001). The coefficients of determination demonstrated that emotional justice meaningfully explained the variance in both outcome variables, and model fit indices confirmed an acceptable fit of the proposed model. The findings suggest that teachers’ adherence to emotional justice plays a critical role in enhancing students’ aesthetic beliefs and facilitating healthy emotional self-expression, highlighting the educational importance of emotionally fair teacher–student interactions.
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