Silberman posited that “attachment” signifies an emotional bond between teachers and students who bring them satisfaction, often leading these students to become teachers’ pets. He delineated four emotional stances that teachers adopt toward particular students: attachment, concern, indifference, and rejection. Silberman (1969) stands as a pioneering figure in delving into the phenomenon of teachers’ pets. It aimed to systematically categorize and understand the various types of kindergarten teachers’ pets from the viewpoint of these educators. Thus, this study focused on kindergarten teachers as the subjects of study, examining the students whom teachers tend to favor. Before this study, no scholars had undertaken specialized empirical study on the categorization of teachers’ pets at any educational stage. Hence, there is a need to enhance study on this phenomenon from the teachers’ perspective. However, teachers and students exhibit distinct attitudes toward the teachers’ pet phenomenon, with notable differences in their responses to this occurrence ( Tal and Babad, 1989). Previous studies have predominantly explored the teachers’ pet phenomenon from the students’ perspective, few scholars have delved into the phenomenon from the viewpoint of teachers. Teacher favoritism may have positive or negative effects on students ( Brey and Pauker, 2019). ![]() This favoritism results in preferential treatment for teacher’s pets due to the teachers’ preferences, contradicting the core principles of educational fairness ( Tal and Babad, 1989 Tal and Babad, 1990 Luttrell, 1993 Trusz, 2017). Within the teacher-student relationship, the Teacher’s Pet Phenomenon (TPP) delineates a unique emotional bond between a teacher and a specific student or group, often characterized by favoritism where the favored student is labeled the “teacher’s pet” ( Babad, 2009). The Study predominantly focuses on fairness, centering on vulnerable groups: girls, children from ethnic minorities, individuals with disabilities, students from impoverished families, and those encountering academic disadvantages ( Klopfenstein, 2004 Belfiore et al., 2005 Subrahmanian, 2005 Rioux and Pinto, 2010 Vincent and Shobha, 2020). Inequities within education manifest not solely in national resource allocation but also in the dynamics between teachers and students within classroom settings ( Vahidnia et al., 2019). Conversely, the representation of vulnerable-concerned children (11.1%) was the lowest among the identified types.Įquity in education remains an enduring concern, advocating for equal treatment among all educators, achieving this goal persists as a challenge ( Anne Winter, 2018 Psaki et al., 2018). An analysis based on game theory revealed the weighted combinations, highlighting the top three types of teacher’s pets: children influenced by parental factors (24.3%), proactive and enthusiastic individuals (15.7%), and obedient, carefree children (14.8%), respectively. Not only did it validate existing findings, but it also expanded upon the identified types of teacher’s pets. The resulting model demonstrated a sound structure. ![]() This model encapsulated 32 distinct indicators, categorized into 7 types: children with good appearance (GA), exceptional abilities (OA), commendable conduct (GC), proactive and enthusiastic demeanor (PE), compliant and carefree nature (OC), children from vulnerable groups (VC), and those influenced by their parents (PI). Subsequently, A comprehensive model of teacher’s pets was developed through a questionnaire survey involving 463 participants. Initially, qualitative interviews were conducted with 15 kindergarten teachers to identify specific criteria influencing teacher preferences. ![]() To investigate the preferences teachers exhibit toward certain children, the study focused on kindergarten teachers and employed a mixed research methodology. The teacher’s pets are a common occurrence in the field of education. ![]()
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