The Effects of Perceived Teacher Favoritism on Academic Achievement and Self-Esteem Among Students at the University of Azad Jammu and Kashmir

Abstract

Favoritism represents a widespread phenomenon observable across various societal domains, with particular prevalence in academic settings. This investigation examines instructor partiality and its consequences on scholastic achievement and psychological well-being among undergraduate students at the University of Azad Jammu and Kashmir. Utilizing a quantitative research design, the study employed random sampling to select 200 participants. Data collection involved a structured questionnaire featuring 54 items measured on a five-point Likert scale, incorporating three validated instruments: the Academic Performance Rating Scale, Indigenous Perceived Favoritism Scale, and Rosenberg Self-Esteem Scale. The study's primary aims included assessing the prevalence of faculty favoritism within the institution and evaluating its academic and psychological impacts on the student population.