The relationship between teacher self-esteem, self-perceived self-efficacy, and quality comments about students
Evans, Elizabeth G, Curry School of Education, University of Virginia
Sheras, Peter L., Curry School of Education, University of Virginia
Strang, Harold R., Curry School of Education, University of Virginia
Reeve, Ronald, Curry School of Education, University of Virginia
LaFleur, N. Kenneth, Curry School of Education, University of Virginia
A major affective objective of the educational process is to help children develop a positive self-concept. However, research indicates that activities designed to enhance self-concept are overshadowed by the effect of the individual classroom teacher on this goal. This study examined the relationship between teachers' self-esteem (measured by the Rosenberg Self-Esteem Inventory); teachers' Self-Perceived Self-Efficacy (measured by an instrument designed by the author to assess self-perceived self-efficacy based on known correlates of effective teachers); and, comments made by teachers about their students.
Two hypotheses were tested. The first, "there will be a positive correlation between the Rosenberg Self-Esteem Scale and Self-Perceived Self-Efficacy" was supported. A Spearman Correlation Coefficient of .28 (p
PHD (Doctor of Philosophy)
Self-esteem in children, Teacher morale, Teacher-student relationships
Digitization of this thesis was made possible by a generous grant from the Jefferson Trust, 2015.
Thesis originally deposited on 2016-03-14 in version 1.28 of Libra. This thesis was migrated to Libra2 on 2017-03-23 16:34:34.
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