DOI: 10.5176/2251-1814_EeL17.27
Authors: K. Marissa Krupa
Abstract:
The problem is, 36.4{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465} of Montana’s Tenth Grade students feel teachers care about them according to the 2014-2015 Student Voice Survey, while the staff voice survey indicated 81{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465} of teachers felt they care about their students [26]. The researcher’s hypothesis was low self-esteem for both students and teachers contributed to the gap in perceptions of care. The purpose of the study was to determine what role self-esteem played in students’ low perceptions of teacher care, as well as the teachers’ high perceptions of care for students. According to a National Center for Self-Esteem study, as students age their selfesteem diminishes [3]. Therefore, the researcher designed a qualitative study where she chose and delivered several selfesteem enhancement activities in the classroom, and collected survey data from participants in the areas of self-esteem, academic self-efficacy, and teacher support. The results of the study indicated self-esteem increased alongside academic self-efficacy. However, the students’ perceptions of their teacher’s care decreased through the study period. Several factors may account for the data, including study design, study delivery, and prior relationships with participants. Further studies warrant determining what causes the perception gap in the caring behavior of the teacherstudent relationship
Keywords: Self-esteem, student-teacher relationship, student voice, perceptions of care, academic self-efficacy.
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