Study of Self-Esteem of Teachers in the Context of Organizational Climate of Secondary Schools

Abstract

The current research is conducted in order to measure the dependence between self-esteem of teachers and organizational climate of secondary schools. The teachers are very important in developing both academic and psychological growth of their students and their self-esteem is also a key factor in determining their effectiveness in the profession they practice. An important factor that influences the psychological well-being of teachers has been identified to be organizational climate which encompasses leadership behaviour, interpersonal relationship and institutional support. The study was carried out in the descriptive survey technique. The sample included secondary school teachers who were picked using the random sampling method. The standardized instrument, the Self-Esteem Inventory Scale (SEIS) and the Organizational Climate Scale among teachers (OCST) were used to collect the necessary data. The results of analysis of the collected data were done with the descriptive statistics and Pearson correlation method. The findings indicated that the organizational climate and self-esteem of teachers had a very strong positive relationship (r = 0.984). It means that those teachers, who teach in a healthy and favourable atmosphere of schools, have much greater self-esteem. The results are that self-esteem may vary as per the variation in the organizational psychological well-being, motivation, and professional confidence of teachers. The article emphasizes the need to provide a healthy and conducive school climate, as a way to enhance self-esteem, teacher performance and educational standards in general.