Abstract
Favoritism is the action of giving preference to one group or individual over others regardless of
having same privileges. It is a common practice at most of the educational institutes. This study is an
effort to impart insight by measuring the effect of teachers‟ favoritism on academic sabotage in
Pakistan. This causal comparative study was based on the survey method. A sample of 450 students
of session 2015-2017 was selected from the department of Elementary Education, University of the
Punjab, Lahore, Pakistan by using simple random sampling technique. Scale developed by Aydogan
(2008) used to measure the Favoritism. This scale consisted of 28 items under four factors: nature of
preference, violation of rules, students‟ assessment, and terms of communication. Education
sabotage was measured through the scale of nine (9) items developed by Harris and Ogbonna in
2006. The items of both scales were revised to fit in the educational context of Pakistan. Descriptive
and inferential statistics (t-test, ANOVA, Pearson Correlation, & Regression Analysis) were applied
to analyze the data. Results depicted that future teachers‟ perception about teachers‟ favoritism was
at high level. In addition, there was insignificant difference in the perception of future teachers
regarding teachers‟ favoritism with respect to gender. However, a significant difference was found in
the perceptions of students regarding teachers‟ favoritism on the basis of their marital status.
Moreover, a positive moderate relationship was found between favoritism and academic sabotage. It
is concluded that the teachers‟ favoritism had significant effect on academic sabotage. It is suggested
that policy makers should develop a transparent system for avoidance of favoritism in order to make
educational institutes more effective and productive.
Tariq Hussain, Noreen Rafiq, Misbah Malik. (2019) Effect of Teachers’ Favoritism on Academic Sabotage: An Empirical Evidence of Elementary Education Students in Pakistan, Journal of Elementary Education, Volume-29, Issue-2.
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