The purpose of this study was to examine the effect of the level of teachers' self-esteem on student achievement. This study surveys and analyzes factors of teachers' self-esteem. Its results are based on (1) a review of the literature to develop an understanding of historical perspectives and research, (2) the factors involved in the development of self-esteem, (3) the role of the parents, and (4) the role of the teacher. Forty-three teachers of grades three and five in North Central Texas completed the Gordon Personal Profile-Inventoiy to assess their levels of self-esteem. Six teachers with mid-range scores were eliminated from the study. The remaining 37 teachers were divided into high and low self-esteem categories. Students' Texas Learning Index scores on the Texas Assessment of Academic Skills were matched with the appropriate teachers' scores. The findings of the study indicate that the students with teachers in the high level of self-esteem category scored an average of 5.67 points higher than those students with teachers in the low level of self-esteem categoiy. Findings resulting from the study led to the conclusion that teachers with high levels of self-esteem have a positive influence on the achievement of their students.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc278402 |
| Date | 05 1900 |
| Creators | Hartley, Melba Lynn |
| Contributors | Watson, Hoyt F., Norris, Cathleen A., Meeks, E. Bruce |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 52 leaves, Text |
| Coverage | United States - Texas |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Hartley, Melba Lynn |
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