Self Esteem and Achievement of Student Teachers
Learning is growth - intellectual, physical, psychological, social, spiritual and combinations of those. In every aspect of this learning process, there is the potential to damage, maintain or increase self-esteem. Self-esteem in most students 'mirrors' the appraisals of others, in particular parents and teachers. Theorists have often drawn a distinction between self-concept, the totality of self-knowledge that one possesses about oneself, and self-esteem, which is considered the evaluative component of the self-concept. Teacher’s views clearly affect learner’s achievements. Positive appraisals over an extended time tend to increase the level of learning. Prolonged or consistent negative appraisals tend to lower learning achievement. Students tend to perform in accordance with teacher expectations and treatment - self-fulfilling prophecy (Loomans & Loomans 1994). As teachers, we can be instrumental in creating a classroom environment which nurtures and supports students developing self-esteem. This can be achieved by modeling to students that mistakes are part of the learning process for both children and adults. It is important to empower and develop the skills of students to assess their achievements in a positive productive manner. This creates autonomous learners. Students need to be encouraged to develop support systems both within and outside of the classroom so that they feel confident to take risks in their learning. Generally the academic scores of the teachers are considered to judge their efficiency and effectiveness. But, the personality variables are not considered in academics thereby questioning the importance given to academic scores. On the basis of this, the investigator has taken this study to find out the self esteem of secondary student teachers in relation to their achievement. In the present study, the investigator found the relationship between self esteem and achievement of secondary student teachers. Survey method was implemented in this study. Self esteem questionnaire of Pope et al (1988) was the tool used. University examination marks were taken as achievement. The statistical techniques employed were t-test and correlation. Findings of the study reveal that no significant correlation existed between self esteem and achievement of secondary student teachers. Educational implications were derived based on the findings.
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