Teacher as Architect of Self-Esteem: Perceptions of Elementary School Students in Islamabad, Pakistan

Abstract

This study examines elementary students' perceptions regarding teachers’ roles in fostering self-esteem, with a particular focus on how educators' attitudes influence students' psychological well-being. Under the positivist paradigm cross cross-sectional survey research was conducted. The study sample was selected by employing a simple random sampling approach, and 400 elementary-grade students were selected as the sample. A self-developed validated questionnaire was used for data collection, and the dependability of the results was guaranteed by the instrument's good internal consistency (α = 0.83). The survey shows a strong teacher-student rapport, with 82% feeling valued and 76% recognized. Yet, lower scores in active listening (62%) and acknowledging aspirations (66%) suggest areas for growth. These results emphasize how instructors' attitudes and actions have a significant effect on students' academic and psychological growth, underscoring the need for positive teacher-student relationships. Current research adds to the larger conversation about teacher influence in elementary school education settings by providing insightful information about the formative role of educators in fostering self-esteem in elementary school education. Recommendations include in-service training on empathetic communication, culturally appropriate student feedback systems, and regular teacher-student check-ins to address individual needs in Pakistan's diverse classrooms.