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

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

Michael Mbongiseni Buthelezi & Bongiwe Ncobile Nzimande

Issue: Vol. 7 No.7 2026 Article 20 pp. 2023 – 2038
DOI: https://doi.org/10.38159/ehass.20267720 Published online 23rd September 2026

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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.

Keywords: Teacher Favouritism, Learner Performance, Learner Motivation, Academic Performance.

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ABOUT AUTHOR(S)

Michael Mbongiseni Buthelezi (PhD) is a Senior Lecturer in the Department of Education Studies at the University of Limpopo in South Africa. He has taught at all levels of education: primary school, high school, technical and vocational education and training college (TVET), and University. Dr Buthelezi, as an e-tutor at UNISA, has taught the following modules from 2014 to 2025: Psychology of Education, learning and learning problems, and child development. Dr Buthelezi served as National Evaluator for 9 years in the Evaluation & Accreditation Unit at UMALUSI. He is currently serving as an Accreditation Council Committee (ACC) member at UMALUSI. His research niche areas include student development, inclusive education, psychology, sustainable learning, psychosocial support, and rural development. He has edited one book, co-authored one book chapter, and published academic research papers in national and international journals. He has presented his articles at national and international conferences. He is currently supervising BEd (Hons, PGCE, Masters and PhD students.

Bongiwe Ncobile Nzimande (PGCE) is a Postgraduate student in the Department of Education Studies at the University of Limpopo in South Africa. She has completed the following qualifications: a BA in Criminology and Psychology and a Postgraduate Certificate in Education, majoring in Life Orientation and Educational Research.

TO CITE ARTICLE

Buthelezi, Michael Mbongiseni, and Michael Mbongiseni. “Effects of Teacher Favouritism on the Academic Performance and Overall Motivation of Learners in the Classroom Setting: An Exploratory Study.” E-Journal of Humanities, Arts and Social Sciences 7, no.7 (2026): 2023 – 2038. https://doi.org/10.38159/ehass.20267720