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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 2, February-2024

Services for Science and Education – United Kingdom

Strengthening self-esteem has become an essential component today and a cornerstone for a

balanced and stable personality. According to Marcus (1980), an individual's self-knowledge is

governed by an apparent tendency to distort information and events in order to verify or assert

their views.

This growing body of research has shown that the concept of self-esteem is a vast subject and

has been the subject of various studies. It can be subdivided into other concepts and categories

in order to better grasp its complex and multifaceted nature. Self-esteem is defined as the value

individuals attribute to themselves, whether they like or dislike themselves, approve or

disapprove of themselves (Rosenberg, 1979). Among the essential components of self-esteem,

we find feelings of confidence, self-awareness, a sense of belonging, and a sense of achievement

(Duclos, 1997). Over the past decades, researchers such as James in 1890 have refined and

expanded this concept by defining self-esteem as an awareness of one's own worth. This would

be an intimate evaluation of oneself in relation to one's own values. James' perspective is

intrinsic. Self-esteem depends on the individual's perception of themselves, their feeling

important and unique. Self-esteem is a psychological component referring to each person's

positive or negative perception of their own worth (Coopersmith, 1967; Rosenberg, 1979),

which can also be assimilated with assertiveness in different areas including physical education

teaching.

Self-esteem as a fundamental dimension influencing personality construction has gained

ground within the scientific community. Various studies have been conducted on the influence

of self-esteem on academic or athletic performance as well as on conditions for building strong

self-esteem - including the determining role played by family and environment.

Huberman was a specialist in studying teachers' career cycles; he identified difficult beginnings

followed by a stabilization phase and finally an experimentation phase within classrooms or

schools. His report raised questions such as "are teachers more or less satisfied with their

careers at specific times during their teaching life?" And "are there phases or stages in

teaching?" Huberman’s research results were generalizable to several European countries such

as Switzerland, Spain, and Belgium.

This allows us to deduce potential specificity within Tunisian context; therefore, further study

into Tunisian work context is necessary later on.

Age and years seniority are positively correlated with self esteem allowing us conclude that

older teachers have higher levels osf sefl esteem

OBJECTIVES

Given deep impact marked by teacher’s seld esteem, this study aims at achieving following

objectives:

• Verify if seniority variable influences titular teacher’s selg esteems

• Compare if this level varies between titulars ans interns PE teachers using Rosenberg

questionnaire (1979)

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Aouani, H., & Amara, S. (2024). Self-Esteem: A Systematic Comparison Between Teachers and Trainees in Physical Education and Sports. Advances

in Social Sciences Research Journal, 11(2). 441-448.

URL: http://dx.doi.org/10.14738/assrj.112.16512

METHODS

Participants

The recruited participants numbered 260 (140 young interns ,120 titular’s) representing

respectively53%and46%of total sample. Participants were prospectively classified into two

groups: interns (n=140) representing53%of sample; they were student interns from Higher

Institute of Sport and Physical Education Ksar Saïd) and physical education teachers(n=120)

representing46 %of sample; they were PE Teachers from some institutions around Tunis.

Stratifying according you experience years (1-2years and 2-5years),60 (50%) teachers had

experience ranging from1to2years while another 60 (50%) had experience ranging from 2 to

5years

Procedure

Participants attended two sessions separated by week. The first (control session helped them

familiarize with psychometric tool without collecting any data. During second session

participants filled out questionnaires under supervision member available for queries. Twenty- thirty minutes granted for completion.

The questionnaires in a confortable environnement. Participants were thoroughly advised of

their rights during the study, ensuring anonymity of results. No details about the objectives of

the study were provided to the participants until after they completed the protocol, which had

been reviewed and approved by the Ethic Committee of the National Centre of Medicine and

Science in Sports of Tunisia, Tunis, before the beginning of the assessments. Each subject

provided a signed informed, written consent before participating in the study.

Measures

Self-Esteem:

Overall self-esteem was assessed using the Rosenberg questionnaire (1979). The items are

ordered sequentially. This scale remains the most widely used test in psychological research to

measure overall self-esteem levels. Half of the items are phrased in reverse. Participants

respond to the 10 items expressing feelings about themselves using a Likert scale with four

levels (from "completely disagree" to "completely agree"). The measurement tool was designed

to evaluate parameters of overall self-esteem.

Statistical Analyse

Data Analysis:

Descriptive statistics were performed, expressing the main results as mean ± standard

deviation and presented in Table 1. Normality assumption was checked by conducting the

Kolmogorov-Smirnov test. Unpaired t-tests were used to compare observations between

groups.

The reliability and validity of the questionnaire were calculated by computing Cronbach's alpha

coefficient.

A three-factor analysis of variance (ANOVA) was used to compare different groups in terms of

teacher status and years of experience.