This study attempted to investigate the
self-esteem of high school teachers in the Australian
Capital Territory (ACT). Its purpose was to measure the
self-esteem of high school teachers in the ACT, identify
perceptions of life-stage factors that might contribute
to teachers' self-esteem and to identify teachers'
perceptions of job-related factors that contribute to
their self-esteem.
The sample consisted of 219 teachers (94 male,
124 female, one of unidentified sex) in 12 of the 17 high
schools in the ACT. A questionnaire based on that used
by Swafford Jolley (1985) was used. It consisted of 4
parts - Part 1 demographic data, Part 2a Barksdale
Self-Esteem Index No. 69, Part 2b Life-stage
Characteristics, Part 3 Job-related characteristics, Part
4 - three related questions for open responses.
Data were analysed using the SPSSX data recording
and analysis system (Norusis 1983). Means and
differences between means were computed to establish
discrepancies. Pearson product moment correlations were
employed. Multiple linear regression analyses were used
to isolate the best predictors of self-esteem from among
the 34 work-related factors. A rank discrepancy index of
affect on self-esteem was also computed.
Findings show that eighty per cent of the
teachers may be hindered by low self-esteem. There is no
difference between male and female average age (39) nor
between the male and female average self-esteem index
(62.2). Younger teachers were found to be just as likely
to have low self-esteem as older teachers. The factors
which most affect teacher self-esteem and which are
closest to the ideal were found to be feelings of
competency as a teacher, pride in one's work,
establishment of specific personal goals and the
opportunity to determine one's own teaching methods. The
factors with the greatest discrepancies were found to be
the opportunity to advance professionally, positive
representation by the media and prestige of the teaching
profession.
It was concluded that in no one area are the
self-esteem needs of high school teachers in the
Australian Capital Territory being adequately met.
Responsibility lies with the individuals themselves and
with the ACT Schools Authority to work out joint ways of
enhancing teacher self-esteem and development. It is
argued that this cannot be left to chance by the
organisation but must be planned for as a matter of
urgency. Recognition of the individual is seen as the
key in any such planning but organisational objectives
also need to be considered.
| Identifer | oai:union.ndltd.org:ADTP/218874 |
| Date | January 1988 |
| Creators | David, Veronica Anne, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Veronica Anne David |
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