The Mediating Role of Self-Esteem on the Relationship between Teachers Students Interaction and Students Academic Achievement of Wolaita Sodo University Students

Abstract

This study examined the meditational role of self-esteem on the relationship between student teacher interaction and academic achievements in the graduating class students of Wolaita Sodo University, Ethiopia. A survey-based study was performed among 313 students, randomly selected from four colleges and one school, by using a well-established questionnaire. To analyze the data, a confirmatory factor analysis and structural equation modeling procedure was used. The analysis result revealed that student teacher interaction has a positive and significant relationship both with self-esteem and academic achievement. Further, self-esteem played a mediating role in the relationship between student teacher interaction and academic achievement. Thus according to the analysis finding, all hypothesis of the present study were supported. Based on the findings of the present study, Ministry of Education of Ethiopia and Wolaita Sodo University leaders can review the display rules, designed for teachers, in a way that teachers can perform appropriate care and emotional attachment strategies while interacting with the students. Besides by using the model of the present study, the university leaders and practitioners can identify core area to be considered in hiring teachers, in giving life skill training, interpersonal relationship training, and self-esteem building workshops for all students and teachers as well.