Self-Esteem among Pre-service Teachers in Tamil Nadu: An Empirical Study

Abstract

This study investigates the level of self-esteem among B.Ed. students in Tamil Nadu and examines how demographic variables influence their self-perception. Self-esteem, a critical psychological attribute, directly impacts professional identity, confidence, and effectiveness in teaching. A sample of 300 pre-service teachers was selected through stratified random sampling from various government, aided, and private institutions. The Rosenberg Self-Esteem Scale (1965) was employed to assess self-worth, and the data were analyzed using descriptive statistics, t-tests, and ANOVA.  The results revealed that a majority of students (44%) exhibited moderate levels of self-esteem, with nearly equal proportions displaying low (28.7%) and high (27.3%) self-esteem. Significant differences were observed based on gender and family income. Male students and those from higher-income families scored higher in self-esteem compared to their counterparts. However, no significant differences were found with respect to number of siblings or type of family. The findings highlight the importance of integrating psychological support within teacher education programs, particularly for economically disadvantaged students. Recommendations include incorporating self-development modules, gender-responsive mentorship, and socio-emotional learning practices. The study aligns with the goals of India’s National Education Policy (NEP) 2020, which emphasizes holistic teacher development. By identifying key factors influencing self-esteem, the study contributes to a deeper understanding of pre-service teacher preparation and provides insights for fostering emotionally resilient, confident, and reflective future educators.