Although most studies reveal a relationship between the teacher’s pet phenomenon with classroom conflict, it does not necessarily cause classroom conflict. This study confirms the model fit for teacher authority, the existence of the teacher’s pet phenomenon and its relationship to classroom conflict and students’ self-adjustment, as well as testing the different viewpoints of three pet-student groups. Participants in the study comprised 407 5th through 8th grade students from 12 schools in Taiwan. The findings indicate that the estimated model fits the observed data; teacher authority directly affects the teacher’s pet phenomenon and indirectly affects classroom conflict and students’ self-adjustment. Non-pet students, popular-pet students, and unpopular pet students have different viewpoints of the variables. Three sub-models reveal different path effects; the inclusion of popular-pet students does not lead to classroom conflict. Implications for theory, practice, and research are discussed.
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