Date
4-2018
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Lisa Reason
Keywords
controlling behavior, perception, self-esteem, supportive behavior
Disciplines
Education
Recommended Citation
Grant, Shane, "A Study of the Relationship between Students' Self-Reported Self-Esteem Levels and Their Perceptions of Teacher Behaviors" (2018). Doctoral Dissertations and Projects. 1669.
https://digitalcommons.liberty.edu/doctoral/1669
Abstract
Research has shown that self-esteem, particularly among female students, can decline during the elementary school years and beyond. Self-esteem is a very important indicator of how well students will adapt to their surroundings and perform in and outside of the classroom setting. Very little research identifying the impact of students’ perceptions of teachers’ controlling or supportive behaviors in relation to self-esteem has been studied among middle school high-ability math students in the United States. The purpose of this quantitative, predictive, correlational study was to examine the effect of the criterion variable of self-esteem based on the multiple predictor variables of gender and perceptions of teachers’ behaviors as controlling or supportive. A multiple regression was used to indicate the degree and statistical significance of the relationship between the variables. The sample comprised high-ability male (n = 63) and female (n = 64) Grade 6 math students from 6 classrooms in 3 schools in rural northwestern Georgia. Examining the relationship between the self-reported self-esteem of male and female students and their perceptions of teachers’ controlling or supportive behaviors might provide the educational community with a better understanding of applicable teacher traits to exhibit when working with students.
