近些年来，媒体关于校园欺凌的报道层出不穷，网络上关于校园欺凌的视频触目惊心，如何有效解决校园欺凌现象成为了当务之急，美国作为世界上唯一的超级大国，其校园欺凌的治理在上世纪产生了显著成效，基于此，本研究从教师行为的角度来探讨教师公平是否会对校园欺凌现象产生影响，同时做了中美两国的对比分析，预期从美国的校园欺凌防治中借鉴经验来为我国校园欺凌现象的防治提供思路。校园环境错综复杂，校园归属感作为学生在学校生活学习的重要指标，是否在教师公平对校园欺凌的影响这一过程中成为中介，以及中美在校园归属感这一中介作用下是否存在差异，做了如下研究。 本研究采用PISA2015的数据进行分析。分为三个研究，研究一采用方差分析的方法对中美两国教师不公平、校园欺凌和校园归属感这三个维度的差异进行分析，并对每个题目进行了T检验；研究二采用结构方程模型，对所有数据建立教师不公平对校园欺凌影响的模型，控制协变量性别、年龄和经济社会文化地位（ESCS），分别分析中国和美国的数据，进行形态等价性检验，限定中美系数相等后进行弱等价性检验，对教师不公平对校园欺凌影响的中美差异进行了分析；研究三同样采用结构方程模型，在研究二的基础上，加入校园归属感这一中介，分析加上这一中介后中美之间教师不公平对校园欺凌的效应是否存在差异。结果表明，无论中国还是美国，教师公平对校园欺凌均产生显著影响，教师不公平对校园欺凌产生正向预测作用，但中美之间无显著差异，同时，校园归属感是一个不完全中介，加入校园归属感这一中介变量后，教师不公平对校园欺凌效应的中美差异显著，这说明考虑中介效应以后，教师不公平对校园欺凌的直接效应存在差异。

In recent years, the increasing number of reports on bullying and the astonishing scenes about it shown in online videos have made it one of the major social problems in China to be tackled. Meanwhile, the United States, once the only super power in the world, attempted to rectify bullying, which had yielded successful results in the past century. With the expectation to apply the U.S. prevention of bullying in China, this study investigated the effects of teacher fairness on bullying from the perspectives of teacher behaviors, and additionally compared and contrasted the situations in these two countries. Given the sophisticated environment of school as well as the importance of belonging for students, this study explored whether belonging was mediator variable between teacher fairness and bullying. It also explored whether differences existed between China and the U.S. with the effect of belonging as a mediator variable. The data from PISA2015 were analyzed. There are three studies, one is to analyze the difference in three dimensions of teacher unfairness, bullying and belonging in China and the U.S. by the method of ANOVA, and the other is to test each topic by T-test. Second, to use SEM. A model of teacher unfairness influence on bullying was established to control the covariable gender, age and economic, social and cultural status. The data of China and the United States were analyzed, and the morphological equivalence test was carried out. After limiting the equal coefficients of China and the U.S., the weak invariance test is carried out to analyze the differences between China and the U.S. in the influence of teacher unfairness on bullying. In the third study, the SEM is also adopted, and on the basis of the second study, the intermediary of belonging is added. This paper analyzes whether there are differences in the effects of teacher unfairness on bullying between China and the U.S. after adding this intermediary. The results showed that in both China and the U.S., there was a significant relationship between teacher fairness and bullying, with teacher unfairness as a positive predictor of bullying. However, significant differences between the two countries were not found. The findings showed that belonging was a full mediation. After employing mediation analyses, significant differences were shown between the two countries about the impact of teacher fairness on belonging.