The relationship between university students' instructors' credibility perceptions and justice in the classroom perceptions

The aim of this study is to determine the relationship between university students' instructor credibility perceptions and justice in the classroom perceptions and also to analyse these perceptions according to the sex, the faculty the students are studying at, the high school the students graduated from, the region the students were born in, the class the students are attending and the students' belief about the necessity of the courses they are taking variables. For this reason, to determine the university students' instructor credibility perceptions, Source Credibility Scale developed by McCroskey and Teven in 1999 and to determine the university students' justice in the classroom perceptions, Distributive and Procedural Justice in the Classroom Scales developed by Chory-Assad and Paulsel in 2004 and Interactional Justice in the Classroom Scale developed by Chory in 2007 and also a Personal Data Inventory prepared by the researcher were conducted to a total of 1439 3rd and 4th grade students attending Abant İzzet Baysal University in the 2012-2013 Academic Year. It was found that there was no significant correlation between students' perceptions on instructors' competence and goodwill and their perceptions on distributive, procedural and interactional justice in the classroom. It was found that there was no significant correlation between students' perceptions on instructors' trustworthiness and their perceptions on procedural and interactional justice in the classroom, but it was found that there was a positive significant correlation in a very low level between students' perceptions on instructors' trustworthiness and their perceptions on distributive justice in the classroom.