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The Relationship Between Teacher Self-Esteem, Self-Perceived Self-Efficacy, and Quality Comments About Students

Evans, Elizabeth G
Thesis/Dissertation; Online
Evans, Elizabeth G
Strang, Harold R
Reeve, Ronald
LaFleur, N. Kenneth
Sheras, Peter L
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<.003) was obtained. The second hypothesis "there will be a positive relationship between Self-Perceived Self-Efficacy and the number of Quality comments made about students" was not statistically supported. None of the three measures, RSE, SPSE, nor teacher comments, adequately discriminated among the sample, although the RSE had an alpha coefficient of .83. There simply was not enough numerical variance to compute a meaningful correlation. Possible reasons for the lack of variability in the measures are discussed, and suggestions for future research in this area are included. Note: Abstract extracted from PDF file via OCR.
University of Virginia, Curry School of Education, PHD (Doctor of Philosophy), 1982
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PHD (Doctor of Philosophy)
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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