Effects of teacher favouritism on the academic performance and overall motivation of learners in the classroom setting: An exploratory study

Abstract

This study explores how teacher favouritism affects learners’ engagement, motivation, classroom dynamics, psychosocial development and academic performance in secondary school. Teacher favouritism affects learner motivation and academic performance, as it involves preferentially treating some learners over others in terms of praise and attention and has been recognised for quite some time as a subtle but powerful factor in classroom dynamics. Using a methodology of systematic review of literature, this study integrated empirical research and theoretical frameworks of education, sociology and pedagogy. Qualitative designs were used to gain deeper ideas about the experiences of students and teachers. Data were collected using semi-structured interviews and focus group discussions with 20 participants: 12 learners and 8 teachers. Theme analysis was used to identify repetitive laws and perspectives. The results showed that favouritism manifests itself in a variety of ways, particularly biased towards class participation, selective praise and discriminatory disciplinary practices. Learners who were granted preferences were reported to increase motivation, confidence and academic support, while those who had been excluded felt discouraged, experienced loss of self-esteem and poor performance. Overall, this study reinforces the idea that one of the most significant implications of teacher favouritism is a consequence for the equity of education and the development of learners. The study recommends that teachers participate in professional development on equity in schools, while schools may write policy expectations that teachers should consider the equitable implications in the classroom. The findings suggest a need for schools and teachers to be conscious of the social and academic ramifications of favouritism and its impact on learners generally and particularly in South Africa.