Relationship of Teachers' Social Recognition with their Self-Esteem at the Secondary School Level

Abstract

This study investigated the potential link between social recognition and self-esteem among secondary school teachers in Punjab, Pakistan. Employing a descriptive correlational design, the research explored the participants' perceptions and the correlation between the two variables. A multi-stage random sampling technique yielded a sample of 450 teachers from 100 schools across four randomly chosen districts (Lahore, Multan, Rawalpindi, and Okara). Data collection involved administering two questionnaires (Social Recognition Scale (SRS) and the Self-Esteem Measurement Scale (SMS)), and statistical analysis utilized techniques such as mean scores, Correlation coefficient r, t-tests, and one-way ANOVA with post-hoc tests. The results revealed that teachers' self-esteem and their perceived social recognition were not correlated. Based on these results, the study recommends the implementation of specific psychological practices such as praise, thanks, and respect that are aimed at enhancing social recognition and its potential association with increased self-esteem among teachers. Further research in this area, particularly.