The Influence of School Leaders' Bias on Teacher Behavior: Shaping Teacher Motivation and School Environment

Bias in educational institutions has been the subject of extensive research, with studies conducted across a variety of cultural and organizational contexts. Much of this research investigates favoritism in school leadership, with an emphasis on principals, administrators, and management techniques. The importance of this topic also lies in its ethical and governance dimensions, and it directly affects teachers' motivation, school ethos, and overall learning environment. The research indicates that, in educational institutions, favoritism by the school head towards specific teachers is a growing concern in schools. This study used a qualitative methodology and an action research approach; hence, no formal experimental treatment used. Sixteen individuals from different educational institutions participated, eight male and eight female teachers. An interview was conducted with individuals from both genders; the sample size was N=16 (8 males and 8 females) to achieve a balanced approach. Data collected through semi-structured interviews using open-ended questions. Interviews were conducted through face-to-face and online Zoom. The interview was later transcribed, and used thematic analysis to identify patterns across the dataset. The study found that persistent bias, lack of recognition, and feelings of exclusion often become decisive factors in teachers' decisions to resign. This conclusion carries profound implications for schools, as the loss of experienced teachers disrupts continuity dimensions, institutional memories, and creates additional challenges.