Examining the Regression Analysis of Teacher Acceptance on School Children's Self-Esteem

Abstract

This paper aims to explore the perceived teacher's acceptance and its effects on the self-esteem of school children. The teacher's role is very important in the social, emotional, and academic achievement of children. The sample was collected from Hyderabad schools in January 2018. This study was performed on a total sample of 500 students. Sample was justified through A-priori sample size calculator. Respondents range in age range from 10 to 18 years (Mean = 13.49 years, SD = 1.33). Three questionnaires were employed to collect the data. Teacher acceptance-rejection TARQ (Rohner, Rohner, & Khaleque, 2005), Personality Assessment Questionnaire PAQ (Rohner et al., 2005) Urdu version were administered to participants and convenient sampling was used for data collection. Regression analysis survey has been used in the present study. The result of the regression analysis revealed that students who tended to perceive themselves to be accepted by their teacher reported high self-esteem. Hence it is clear that teacher acceptance is the significant predictor of student self-esteem. This finding is useful for teachers' preparation, and professional development as well as for the promotion of teacher acceptance.