Abstract
The research was conducted in the District Muzaffargarh to observe the climates of the state run primary schools with their teachers’ motivation and self-esteem level. Quantitative research approach adopted for this study. The population of the study comprised of 6351 teachers from 1358 public primary schools in district Muzaffargarh. By employing simple Random Sampling technique, a sample of 400 primary teachers drawn from 200 schools (100 male schools and 100 female schools). Survey Method Technique was carried out for data collection using five point Likert Scale. For this purpose, Work Environment Scale (WES), Teachers´ Motivation Scale (TMS) and Self-esteem Scale (SES) were used. Collecting Data was analyzed by using SPSS Version 21. Pearson “r” to investigate relationship, t-test and ANOVA were applied to achieve the objectives of the study. Evaluation of school climate of male teachers regardless of areas exposed identical outcomes. However, there was significant divergence in female and male teachers. Study checked the theory that teachers´ motivation and self-esteem promote an optimistic and fit academic climate. Motivation leads to job satisfaction and offers vitality for achievement, while self-esteem boosts those qualities which are complementary to the vitality of their role as a teacher.
Title: Relationship of School Climate with Teachers' Motivation and Self-Esteem in Primary Schools of Muzaffargarh
Introduction:
The school climate, characterized by the overall atmosphere and culture of a school, plays a critical role in shaping the experiences and outcomes of both students and teachers. A positive school climate is associated with increased motivation, higher self-esteem, and improved job satisfaction among teachers. Understanding the relationship between school climate, teachers' motivation, and self-esteem is essential for creating supportive and empowering educational environments. This study aims to investigate the relationship between school climate and teachers' motivation and self-esteem in primary schools located in Muzaffargarh.
Muzaffargarh, a district in Pakistan, is home to numerous primary schools that cater to the educational needs of young learners. The quality of the school climate in these institutions can significantly impact teachers' psychological well-being, job performance, and ultimately, the quality of education provided to students. By examining the relationship between school climate, teachers' motivation, and self-esteem, this study seeks to shed light on the factors that influence teachers' experiences and their ability to create an effective learning environment.
Teachers' motivation is a key determinant of their engagement and commitment to their profession. A positive school climate, characterized by supportive relationships, collegiality, professional development opportunities, and a sense of autonomy, can enhance teachers' motivation. Conversely, a negative school climate, characterized by high levels of stress, lack of recognition, and limited resources, can undermine teachers' motivation and job satisfaction.
Similarly, teachers' self-esteem, defined as their perception of their own worth and competence, can also be influenced by the school climate. A positive school climate that fosters a sense of belonging, respect, and appreciation can contribute to teachers' self-esteem. On the other hand, a negative school climate marked by conflict, lack of support, and a culture of blame can negatively impact teachers' self-esteem and overall well-being.
To investigate the relationship between school climate, teachers' motivation, and self-esteem, a mixed-methods approach will be employed. Quantitative data will be collected through standardized questionnaires measuring school climate, teachers' motivation, and self-esteem. The questionnaires will be administered to a sample of primary school teachers in Muzaffargarh. The data will be analyzed using statistical techniques such as correlation analysis and regression analysis to identify the nature and strength of the relationships between the variables.
Additionally, qualitative data will be gathered through interviews and focus group discussions with teachers to gain deeper insights into their perceptions and experiences related to school climate, motivation, and self-esteem. The qualitative data will be analyzed thematically to provide a rich and comprehensive understanding of the dynamics at play.
The findings of this study will have significant implications for educational policymakers, school administrators, and teachers themselves. By identifying the factors that contribute to a positive school climate and their impact on teachers' motivation and self-esteem, interventions and initiatives can be developed to improve the overall well-being and job satisfaction of teachers in primary schools of Muzaffargarh. Ultimately, this research aims to contribute to the creation of supportive and empowering educational environments that enhance the quality of education provided to young learners.
Replies