Abstract
This article reports on aspects of an interpretative qualitative single case study that investigated teachers’ and students’ understanding of how self-worth is influenced in the teaching and learning environment. Findings indicate that important determinants in the development of self-worth include personal teacher qualities such as humour, justice (fairness) and trust; teaching strategies associated with meeting individual needs; establishing safe environments and providing leadership opportunities for students; and positive teacher/student relationships. The article concludes by highlighting how the influences on the development of self-worth can be enhanced through the coalescing of reciprocal relationships and critical reflection.
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