Teachers’ Social Recognition and Self-Esteem: A Perceived Perspective of the Punjab Secondary School Teachers
DOI:
https://doi.org/10.54183/jssr.v2i3.93Keywords:
Teachers’ Social Recognition, Self-Esteem, Secondary School TeachersAbstract
The study under the purpose was planned to examine the relationship of secondary level teachers’ social recognition with their self-esteem. The study was descriptive and correlational by its nature as it aimed to render the perceptions of participants and correlation of variables. A multi-stage random sampling technique was adopted to pick the sample of study from population of secondary school teachers of the Punjab. At first stage four districts were selected randomly and at second stage 80 schools were selected and then five teachers from each selected schools were selected to make the total sample (N = 400) secondary school teachers. The data were collected from the selected secondary school teachers by using two questionnaires. The data were analyzed by applying statistical techniques as a mean score, independent sample t-test, Pearson “r” and One-way ANOVA, and post hoc tests to draw the results. It was concluded that there was weak and insignificant relationship existed between teachers’ self-esteem and social recognition. So, it is recommended that there should be psychological practices of social recognition to associate with their self-esteem and needed to conduct research in Pakistani context.
References
Aikman, S., & Rao, N. (2012). Gender equality and girls’ education: Investigating frameworks, disjuncture, and meanings of quality education. Theory and Research in Education, 10(3), 211-228.
Anderson, J. H., & Honneth, A. (2005). Autonomy, vulnerability, recognition, and justice, International Journal of Psychology, 17(3), 127-149.
Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2009). Social and emotional learning in classrooms: A survey of teachers’ knowledge, perceptions, and practices. Journal of Applied School Psychology, 25(2), 187-203.
Cohen, D. K. (2011). Teaching and its predicaments. Harvard University Press.
Danermark, B. D., & Möller, K. (2008). Deaf blindness, ontological security, and social recognition. International Journal of Audiology, 47(2), 119-123.
Danish, R. Q., & Usman, A. (2010). Impact of reward and recognition on job satisfaction and motivation: An empirical study from Pakistan. International journal of business and management, 5(2), 159-166.
Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E., & Caspi, A. (2005). Low self-esteem is related to aggression, antisocial behavior, and delinquency. Psychological science, 16(4), 328-335.
Ferkany, M. (2008). The educational importance of self‐esteem. Journal of Philosophy of Education, 42(1), 119-132.
Griffiths, S. W., & Ward, A. (2011). Social recognition of conspecifics. Fish cognition and behavior, 2, 186-216.
Gutmann, A., & Ben‐Porath, S. (2014). Democratic education. The encyclopedia of political thought, 863-875.
Kang, B., Twigg, N. W., & Hertzman, J. (2010). An examination of social support and social identity factors and their relationship to certified chefs’ burnout. International Journal of Hospitality Management, 29(1), 168-176.
King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23(3), 745-756.
Lawrence, T. B., & Suddaby, R. (2006). 1.6 institutions and institutional work. The Sage handbook of organization studies, 215-254.
Losa, S. A., Duc, B., & Filliettaz, L. (2014). Success, well-being and social recognition: an interactional perspective on vocational training practices. In Psychological, educational, and sociological perspectives on success and well-being in career development (pp. 69-98). Springer, Dordrecht.
Markos, S., & Sridevi, M. S. (2010). Employee engagement: The key to improving performance. International journal of business and management, 5(12), 89.
Marsh, H. W., Trautwein, U., Ludtke, O., & Koller, O. (2008). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology, 100(3), 510.
McKenzie-Mohr, D. (2011). Fostering sustainable behavior: An introduction to community-based social marketing. New society publishers.
Orth, U., Robins, R. W., & Widaman, K. F. (2012). Life-span development of self-esteem and its effects on important life outcomes. Journal of personality and social psychology, 102(6), 1271.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher professional learning and development.
Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2006). Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of personality and social psychology, 90(2), 334.
Van De Voorde, K., Paauwe, J., & Van Veldhoven, M. (2012). Employee well‐being and the HRM–organizational performance relationship: a review of quantitative studies. International Journal of Management Reviews, 14(4), 391-407.
Zeichner, K. M. (2009). Teacher education and the struggle for social justice. Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
