WHEN LEADERSHIP BECOMES UNEQUAL: A QUALITATIVE STUDY OF FAVORITISM AND ITS CONSEQUENCES IN SCHOOL ORGANIZATIONS

Abstract

School principals play a pivotal role in shaping school culture, teacher motivation, and organizational effectiveness; however, they face complex leadership challenges that may undermine equitable practices. This qualitative study explores the challenges encountered by school principals, with particular emphasis on favoritism and its consequences for teachers and school ethos. Using an action-oriented qualitative approach, data were collected through semi-structured interviews with twelve participants, including six school principals and six teachers from educational institutions in Karachi, Pakistan. Thematic analysis revealed three major themes: the role of school heads, challenges faced by school heads, and favoritism and its consequences. Findings indicate that limited resources, heavy administrative workloads, and institutional pressures often constrain principals’ leadership practices, sometimes leading to preferential treatment in recognition, workload distribution, and professional opportunities. Teachers perceived favoritism as a significant source of demotivation, professional isolation, and weakened trust, ultimately affecting collaboration and school climate. The study concludes that favoritism represents a systemic leadership challenge rather than an individual shortcoming and highlights the need for transparent, inclusive, and ethically grounded leadership practices. Addressing favoritism is essential for fostering equitable professional growth, strengthening collegial relationships, and sustaining a positive and collaborative school culture.