Teachers as Reflective Mirrors: Unveiling the Role of Teachers in Shaping Students’ Self-Concepts through Positive Feedback and Support

Author(s) : Tauqeer Abdullah * , Johar Ali

Abstract:

Individuals develop their self-image based on others’ responses as well as their perception of how others see and judge them (Cooley, 1902). Cooley’s looking-glass self was applied on school education to determine whether teachers (as reflective mirrors) play a role in shaping students’ self-esteem and academic self-concept through positive feedback and academic support. This quantitative study was cross-sectional survey in design. All secondary-level students in Sargodha division were the total population of study. A sample of 400 students was drawn from Thesil Mianwali through multistage sampling. Data were collected through four self-developed scales with a total of 37 Likert scale items. The study found significant relationships between teachers’ positive feedback and support and students’ self-esteem and their academic self-concept. Additionally, students’ self-esteem played a mediating role in relationships between teachers’ positive feedback and students’ academic self-concept and teachers’ support and students’ academic self-concept. In conclusion, students who received positive feedback and support from teachers were more likely to develop self-esteem and academic self-concept. Moreover, students’ self-esteem was found important as it played a mediating role in strengthening students’ academic self-concept. Students’ increased academic self-concept may ultimately enhance their academic performance.

Keywords: Charles Horton Cooley; looking-glass self; teacher’s feedback, academic support, self-esteem