Favoritism as a Professional Issue in Education

Question

Introduction
Teaching is a very important profession because teachers shape the future of students and play a big role in the growth and development of society. Teachers are expected to maintain professionalism in their conduct, which includes being fair, respectful, and responsible. However, when favoritism comes in, it can harm the integrity of the educational environment. Favoritism happens when a teacher shows special treatment toward certain students based on personal preferences, relationships, or biases, instead of focusing on the student's abilities or needs. This unprofessional behavior can undermine fairness and trust in the education system. In this essay, we will explore the core principle of professionalism, unprofessional conduct, manifestations of unprofessional conduct, the impact of unprofessional conduct, and strategies for addressing and preventing unprofessional conduct in education.
In teaching, professionalism is paramount for creating a safe and respectful learning environment. Teachers must treat every student equally and make sure that all students have the same opportunity to succeed. This means that their treatment should be based on the students' abilities, efforts, and needs, not personal feelings or biases. According to the Code of Ethics for Teachers in Papua New Guinea (2018), teachers are required to treat all students with fairness and impartiality, ensuring that all students feel valued and supported.
For example, in a classroom where professionalism is maintained, a teacher will pay equal attention to all students. If a student needs help with a lesson, the teacher will provide that support, regardless of whether the student is popular or has a personal connection with the teacher. This kind of behavior builds trust in the teacher and helps to create a classroom environment conducive that encourages equal learning opportunities for entire students.
Unprofessional conduct refers to behavior that goes against the ethical standards expected of teachers. Favoritism is a major form of unprofessional conduct. It occurs when a teacher unfairly shows preference to certain students over others based on personal reasons, like a good relationship with the student or bias toward the student’s background, rather than their academic abilities or needs (Kutsyuruba et al., 2011).For example, a teacher may always call on the same students in class, giving them more speaking opportunities, while ignoring other students who might also want to contribute. This can create an environment where only certain students feel recognized or valued, while others are left out. Such behavior makes the classroom feel unfair and leaves some students feeling ignored or excluded.
In another example, a teacher might give higher marks to a student they personally like, even if that student’s work is not of the same quality as another student’s. This breaks the basic rule of fairness in grading and can discourage students from their studies and make them feel they are being judged unfairly (Wubbels, Brekelmans, den Brok, & van Tartwijk, 2006).
Favoritism can show up in different ways, all of which harm the fairness and effectiveness of teaching. One of the most serious forms of favoritism is biased grading. When a teacher gives better marks to a student they like, regardless of the student's work quality, it undermines the idea of fairness. For example, a teacher might give an A grade to a student who didn’t meet the assignment's standards simply because the teacher has a personal connection with the student, while a student with higher-quality work might receive a lower grade because they are less favored (McMillan, 2013).
Another form of favoritism is unequal attention during lessons. Imagine a teacher who spends most of the lesson helping a small group of students they favor, while ignoring others who might need the same amount of support. For instance, a teacher may give extra help to students who are the teacher’s personal friends, while students who are not part of that group may struggle without any attention. This leaves those students feeling neglected and unsupported, which can spoil their academic progress (Sadker & Zittleman, 2009).
Favoritism can also show up in selective discipline. A teacher may overlook a student’s misbehavior because they have a good relationship with the student, but when another student acts similarly, they might face harsh punishment. For example, a teacher might let a student off the hook when they skip class, while another student who does the same is given detention. This inconsistency in how rules are applied creates resentment and a sense of injustice among students (Yair, 2009).
These types of favoritism create an environment where students no longer feel that their hard work and abilities are most important. Instead, they may begin to feel that success depends on personal relationships with the teacher, not on effort and skill.
Favoritism harms not only individual students but also the overall classroom and school environment. For students who are not favored, the effects can be particularly harmful. These students may feel excluded and unimportant. They might start to believe that no matter how hard they work, they won’t get the same chances or recognition as other students. This can lead to low self-esteem, frustration, and disengagement from schoolwork (Wubbels et al., 2006). Over time, these students may lose interest in their studies, resulting in poorer academic performance, absenteeism, and or even leave school.
For example, imagine a student who consistently receives low marks, even though they put in a lot of effort. If this student feels that their teacher is biased toward certain students, they might lose motivation to continue working hard. They may even believe that no matter how much they try, it will never be enough to earn the same level of success as the teacher's favorites.
On the other hand, favored students can also face problems. They may develop a false sense of entitlement, believing that they deserve special treatment because of their relationship with the teacher, not because of their own work. These students might struggle when they encounter situations where they are not given special treatment. For example, if they face a challenge in another setting where favoritism doesn’t exist, they may lack the strength and problem-solving skills needed to succeed.
Favoritism also damages the relationship between the teacher and students. When students see that their teacher is treating some students unfairly, it weakens their trust in the teacher. This lack of trust can make students feel unsupported and isolated, making it harder for them to succeed academically. A classroom where favoritism is present is not a healthy learning environment for anyone.
To address and prevent favoritism, teachers must take proactive steps to ensure that they are being fair and impartial. One effective strategy is self-reflection. Teachers should regularly assess their behavior and how they treat students in the classroom. They can do this by seeking anonymous feedback from students about whether they feel treated fairly. If students express concerns about favoritism, the teacher can adjust their behavior accordingly (Woolfolk Hoy & Weinstein, 2006).
Professional development is also vital for teachers to grow and improve. Teachers should participate in training that focuses on fairness, ethics, and cultural sensitivity. These training programs can help teachers recognize unconscious biases they may have and learn strategies for being more inclusive in their teaching. For example, a workshop on cultural sensitivity could help a teacher understand how their personal biases might affect their treatment of students from different backgrounds.
Teachers should also create transparent grading systems that make it clear how students are assessed. This could involve using rubrics or setting clear criteria for how grades are given. This helps to ensure that students understand what they need to do to succeed and that grading is based on their actual performance, not personal preferences (Brookhart, 2013).
Another effective strategy is to apply consistent discipline. Teachers should ensure that the same rules are applied to all students, regardless of their personal relationship with them. If a student misbehaves, they should face the same consequences as any other student. By being consistent, teachers create a sense of fairness that builds trust among students.
Lastly, schools should encourage student voice. Teachers can use methods like suggestion boxes or anonymous surveys to allow students to express their concerns about favoritism and other issues in the classroom. These tools give students a way to voice their opinions without fear of retaliation.
Conclusion
Favoritism is a serious issue in education that harms students, teachers, and the school environment. It affects the emotional well-being and academic performance of students, creating a sense of exclusion and injustice. It also damages the relationship between students and teachers and can lead to a lack of trust in the educational system. Teachers who show favoritism create an unfair classroom environment, which can discourage students from trying their best and can even lead to school dropout. For these reasons, it is essential that teachers address favoritism by engaging in self-reflection, seeking feedback, and applying fair and consistent grading and discipline systems.
Recommendation
to effectively prevent favoritism, schools and teachers need to take clear and intentional steps. First, teachers should regularly reflect on their behavior and seek feedback from students and peers to identify any potential biases. Professional development on fair teaching practices, ethics, and cultural understanding should be a priority for all educators. Clear, transparent grading systems and consistent discipline are essential for maintaining fairness in the classroom. Finally, schools should create spaces for student feedback through anonymous surveys or suggestion boxes to identify issues early on. By taking these steps, schools can create an environment where every student is treated with fairness and respect, helping them to succeed and grow.

References
Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. ASCD.
Code of Ethics for Teachers in Papua New Guinea. (2018). Teaching Service Commission, Papua New Guinea.
Kutsyuruba, B., Walker, K., & Noonan, B. (2011). The Ethical Imperative of Teacher Induction. Journal of Educational Administration and Foundations, 22(2), 18-43.
McMillan, J. H. (2013). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (6th Ed.). Pearson.
Sadker, D., & Zittleman, K. (2009). Teachers, Schools, and Society: A Brief Introduction to Education (2nd Ed.). McGraw-Hill.
Woolfolk Hoy, A., & Weinstein, C. S. (2006). Student and Teacher Perspectives on Classroom Management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 181–219). Lawrence Erlbaum Associates.
Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 1161–1191). Lawrence Erlbaum Associates.
Yair, G. (2009). The Code of Life: Between Instruction and Self-Discovery. Springer.

note; ABOVE ESSAY IS 5PAGES, NOW MINIMIZES THE ESSAY TO 4 PAGES AND THE COMPLICATED WORDS REPLACED IT WITH SIMPLE WORDS

Answer 1

Favoritism as a Professional Issue in Education

Introduction
Teaching is a vital profession that shapes the future of students and plays a crucial role in society's growth and development. Teachers are expected to act professionally, which means being fair, respectful, and responsible. However, favoritism can undermine this professionalism and harm the integrity of the educational environment. Favoritism occurs when a teacher gives special treatment to certain students based on personal preferences or biases, rather than considering the students' abilities or needs. This behavior can damage fairness and trust within the education system. In this essay, we will look at the importance of professionalism, examples of unprofessionalism, the impact of these behaviors, and ways to address and prevent favoritism in education.

Professionalism is essential for creating a safe and respectful learning environment. Teachers need to treat every student equally and ensure that all students have the same opportunities to succeed. Their treatment should be based on students' abilities and efforts, not personal feelings. The Code of Ethics for Teachers in Papua New Guinea (2018) states that teachers must treat all students fairly and impartially, making every student feel valued and supported.

In a classroom with professionalism, a teacher will pay attention to all students equally. If a student needs help with a lesson, the teacher assists them, regardless of that student’s popularity or personal connection with the teacher. This behavior fosters trust and creates an atmosphere where all students can learn equally.

Unprofessional Conduct
Unprofessional conduct refers to actions that do not meet the ethical standards expected of teachers. Favoritism is a significant example of unprofessional behavior. It occurs when a teacher shows preference to certain students based on personal reasons, such as a friendly relationship or bias towards a student's background, rather than their academic skills or needs (Kutsyuruba et al., 2011). For instance, a teacher may frequently call on the same students to answer questions while overlooking others who also want to contribute. This creates an unfair environment where certain students feel recognized while others do not, leaving some feeling excluded.

Another example could be when a teacher gives higher grades to a student they personally like, even if that student’s work does not match the quality of another student’s work. This breaks the fundamental principle of fairness in grading and can discourage students, making them feel judged unfairly (Wubbels et al., 2006).

Favoritism can manifest in various ways, negatively impacting the effectiveness of teaching. One serious form is biased grading. When teachers award better grades based on personal feelings instead of merit, it undermines fairness. For instance, a teacher might give an A to a student who did not meet assignment standards due simply to personal affinity, while a student with superior work receives a lower grade (McMillan, 2013).

Another form is unequal attention during lessons. If a teacher spends most of the lesson helping favored students, they may ignore those who struggle. This could leave some students feeling neglected, which hampers their academic progress (Sadker & Zittleman, 2009).

Favoritism can also appear in how discipline is enforced. A teacher might overlook misbehavior from a favored student, while applying strict punishment to another for similar offenses. Such inconsistency breeds resentment and creates a sense of injustice among students (Yair, 2009). When favoritism occurs, students may feel that their hard work and talents are not valued, creating an environment where success seems tied to personal relationships instead of effort.

Impact of Favoritism
Favoritism negatively affects not only individual students but also the overall classroom and school environment. Those who feel neglected may develop low self-esteem, frustration, and lose engagement with their studies (Wubbels et al., 2006). For instance, a student who consistently receives low marks despite their hard work may feel demotivated, believing that no amount of effort will help them receive the same recognition as favored students.

Conversely, favored students may develop a sense of entitlement, convinced that they deserve special treatment not due to their own efforts but because of their association with the teacher. This can lead to struggles later on when they face challenges in situations without favoritism.

Moreover, favoritism damages the teacher-student relationship. When students perceive unfair treatment from the teacher, they may lose trust, feeling unsupported and isolated. A classroom where favoritism is present does not foster a healthy learning environment for anyone involved.

Addressing Favoritism
To tackle favoritism, teachers must take proactive steps to ensure fairness in their actions. One effective strategy is self-reflection. Teachers should regularly evaluate how they treat students. They can collect anonymous feedback from students about their perceptions of fairness. Addressing any concerns raised can help teachers modify their behavior (Woolfolk Hoy & Weinstein, 2006).

Professional development is also essential for teachers to grow. Training focused on fairness, ethics, and cultural awareness can help them identify and address unconscious biases. Workshops can equip teachers with strategies to create an inclusive classroom.

Teachers should establish clear grading systems, such as using rubrics, to ensure that assessments are clear and based solely on performance, not personal preferences (Brookhart, 2013). Another effective strategy is to apply discipline consistently, ensuring that all students face the same consequences for misbehavior, fostering a sense of fairness.

Lastly, schools should promote student voices, allowing them to express concerns anonymously, which helps identify issues early. Methods like suggestion boxes or surveys can provide valuable insights into classroom dynamics.

Conclusion
Favoritism represents a severe issue in education, affecting students, teachers, and the entire school environment. It harms students' emotional well-being and academic performance, fostering feelings of exclusion and injustice, while slowly eroding the trust between students and teachers. To promote a fair learning environment where every student gets equal chances, it is crucial for teachers to engage in self-reflection, seek feedback, and apply fair grading practices.

Recommendations
To effectively prevent favoritism, schools and teachers must make deliberate efforts. Teachers should reflect on their behavior and gather feedback to uncover potential biases. Professional development focusing on fairness and ethics should remain a priority. Establishing transparent grading methods and consistent discipline is vital to maintaining fairness. Finally, schools should provide spaces for student feedback through anonymous surveys to address issues promptly. These steps will foster an environment where every student feels respected and valued, maximizing their potential for success.