This study extends the general understanding of the antecedents of academic dishonesty by examining what can happen when students are treated unjustly by teachers, a phenomenon referred to as teacher injustice. Based on Conservation of Resources theory (CoRT), the study investigates the mediating role of classroom connectedness and the moderating role of trait conscientiousness in the teacher injustice–academic dishonesty relationship. Self-report data were collected in three waves from Pakistani secondary school students to test the moderated-mediation model. Findings demonstrate that teacher injustice is positively related to academic dishonesty through classroom connectedness and that conscientiousness buffers the negative effects of teacher injustice on classroom connectedness. Given the results, this study suggests certain potentially effective measures to educational institutions to control the incidence of teacher injustice and cultivate conscientiousness in students. It also hopes to inspire future research, and advance education management theory and practice.
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