Social Dynamics in the Classroom: Examining the Sociological Implications of Teachers’ Self-Esteem on Teacher-Student Interaction in Educational Settings

Abstract

The main purpose of this study was to determine the impact of secondary school teachers’ self-esteem on teacher-student interaction. The effect was identified based on core components of an employee’s self-esteem, such as acceptance of the profession, pride in the profession, significance of the profession, professional capabilities, and functionality of the profession. This survey research was limited to the district of Bhakkar, Punjab, Pakistan. All male and female public secondary school teachers made up the total population of the study. A sample of 320 teachers was taken through stratified sampling, which allowed the researcher to select male and female teachers proportionally. The primary data was gathered through a self-constructed tool built on a 5-point Likert scale. The core hypotheses of the study were tested through structural equation modeling (SEM), employing AMOS. The overall study hypothesized that teachers’ self-esteem has a statistically significant impact on teacher-student interaction. In conclusion, a high level of self-esteem among secondary school teachers brings about a positive change in teacher-student interaction.    

Keywords: Teacher’s self-esteem, Teacher-student interaction, School education, Sociology