Student well-being, perceived teacher error management, and perceived teacher justice

In this longitudinal study, we aimed at understanding the relation between students’ perceptions of teacher error management, teacher justice, and student well-being while considering age- and context-related differences. A total of n = 575 primary school students (Grades 4–6) and n = 610 secondary school students (Grades 7–9) participated. Random-intercept cross-lagged panel modeling was applied. In primary education, perceived teacher error management positively predicted enjoyment and positive academic self-concept in school and was reciprocally related to positive attitudes. Perceived teacher justice negatively predicted physical complaints and social problems and was reciprocally positively related to worries in school. In secondary education, perceived teacher error management positively predicted all three positive dimensions of student well-being. Perceived teacher justice negatively predicted social problems in school, whereas worries in school negatively predicted perceived teacher justice. Associations between student well-being and aspects of instructional teacher behavior varied across well-being dimensions and showed several similarities and few differences between primary and secondary education. Teachers’ role in student well-being was confirmed in both education contexts. •Perceived teacher justice and error culture predict student well-being.•Perceived teacher behavior is important for primary and secondary education.•Associations of perceived teacher behavior vary across well-being dimensions.•Perceived teacher justice and error culture were reciprocally related.