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An Investigation of Teachers' Perspectives on Favoritism in Schools: Implications for Educational Policy and Practice

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Title: An Investigation of Teachers' Perspectives on Favoritism in Schools: Implications for Educational Policy and Practice
Language: English
Authors: Ismail Bayram, Yakup Duyar, Turgut Karakose (ORCID 0000-0003-0346-8154), Halil Ibrahim Kaplan
Source: Educational Process: International Journal. 2024 13(4):102-114.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Early Childhood Education
Preschool Education
Descriptors: Elementary School Teachers, Secondary School Teachers, Preschool Teachers, Principals, Administrator Effectiveness, Administrator Behavior, Social Bias, Social Justice, Teaching Conditions, Educational Discrimination, Selection Criteria, Teacher Attitudes, Educational Policy, Educational Practices, Merit Rating, Preferences
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: In the literature, favoritism is often discussed as a form of corruption and an unethical practice. Studies related to favoritism in educational organizations have found that favoritism negatively impacts educational institutions. This study aims to investigate how teachers defined and perceived favoritism at school as well as their views on preventing such acts by the school principal. Materials/methods: A qualitative, phenomenological approach was used in the study. Data was collected from forty-five teachers who had previously been exposed to acts of favoritism using a semistructured interview form. Participants were selected using a purposive, criterion-based sampling method. Data was analyzed using descriptive and content analysis. Results: The results indicated that teachers defined favoritism as preferential and unfair treatment of people based on personal interests, friendship, gender, kinship, political views, union affiliation, teaching subject, professional experience, or race. The participants reported that school principals practiced favoritism through their choice of adjustments to class schedules and duty days, unfair distribution of extra duties, unfair response to leave requests, being unfair in tolerating mistakes, allowing for flexible class entry and exit times, or modifications to class assignments. To prevent such practices, the teachers suggested that the criteria for becoming a principal be regulated to ensure merit-based appointments and democratic management in addition to providing in-service training and supervision. They also suggested that school principalship should be subject to rotation to avoid acts of favoritism. Conclusion: These results indicate that school principals should be appointed using more objective criteria so that factors such as union affiliation and political views are not prioritized over merit. Teachers and school principals' awareness of favoritism and its negative results could also be raised by providing in-service training and explicit norms to support justice in schools.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454712
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1454712
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  Data: An Investigation of Teachers' Perspectives on Favoritism in Schools: Implications for Educational Policy and Practice
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  Data: <searchLink fieldCode="AR" term="%22Ismail+Bayram%22">Ismail Bayram</searchLink><br /><searchLink fieldCode="AR" term="%22Yakup+Duyar%22">Yakup Duyar</searchLink><br /><searchLink fieldCode="AR" term="%22Turgut+Karakose%22">Turgut Karakose</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0346-8154">0000-0003-0346-8154</externalLink>)<br /><searchLink fieldCode="AR" term="%22Halil+Ibrahim+Kaplan%22">Halil Ibrahim Kaplan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. 2024 13(4):102-114.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Effectiveness%22">Administrator Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Behavior%22">Administrator Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Discrimination%22">Educational Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Selection+Criteria%22">Selection Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Merit+Rating%22">Merit Rating</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: In the literature, favoritism is often discussed as a form of corruption and an unethical practice. Studies related to favoritism in educational organizations have found that favoritism negatively impacts educational institutions. This study aims to investigate how teachers defined and perceived favoritism at school as well as their views on preventing such acts by the school principal. Materials/methods: A qualitative, phenomenological approach was used in the study. Data was collected from forty-five teachers who had previously been exposed to acts of favoritism using a semistructured interview form. Participants were selected using a purposive, criterion-based sampling method. Data was analyzed using descriptive and content analysis. Results: The results indicated that teachers defined favoritism as preferential and unfair treatment of people based on personal interests, friendship, gender, kinship, political views, union affiliation, teaching subject, professional experience, or race. The participants reported that school principals practiced favoritism through their choice of adjustments to class schedules and duty days, unfair distribution of extra duties, unfair response to leave requests, being unfair in tolerating mistakes, allowing for flexible class entry and exit times, or modifications to class assignments. To prevent such practices, the teachers suggested that the criteria for becoming a principal be regulated to ensure merit-based appointments and democratic management in addition to providing in-service training and supervision. They also suggested that school principalship should be subject to rotation to avoid acts of favoritism. Conclusion: These results indicate that school principals should be appointed using more objective criteria so that factors such as union affiliation and political views are not prioritized over merit. Teachers and school principals' awareness of favoritism and its negative results could also be raised by providing in-service training and explicit norms to support justice in schools.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2024
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  Data: EJ1454712
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1454712
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 102
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Effectiveness
        Type: general
      – SubjectFull: Administrator Behavior
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Educational Discrimination
        Type: general
      – SubjectFull: Selection Criteria
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Merit Rating
        Type: general
      – SubjectFull: Preferences
        Type: general
    Titles:
      – TitleFull: An Investigation of Teachers' Perspectives on Favoritism in Schools: Implications for Educational Policy and Practice
        Type: main
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          Name:
            NameFull: Ismail Bayram
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            NameFull: Yakup Duyar
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            NameFull: Turgut Karakose
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            NameFull: Halil Ibrahim Kaplan
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              Type: published
              Y: 2024
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              Value: 2147-0901
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              Value: 2564-8020
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              Value: 13
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            – TitleFull: Educational Process: International Journal
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