Teachers’ Perceived Knowledge of Self-Concept and Its Influence on Their Teaching Practices

Abstract

Teachers have a significant influence on the attitudes and actions of the students they instruct, and the general public frequently holds them in high regard. This study examines the moral characters of male and female secondary school teachers in Karachi, Pakistan. Data was gathered utilizing a cross-sectional survey and a simple random sample methodology by researchers employing quantitative methodologies. The data was acquired by asking the teachers to answer questions about how they saw themselves. The academics' views were rated on a scale of Extremely Disagree = 1, to Strongly Agree = 5. A satisfactory degree of self-concept was indicated by means over three, whilst an unsatisfactory one was indicated by means below three. Mean scores below three were seen as indicators of unhealthy self-concept among educators. To analyze the data, frequency, mean, and standard deviation were used. To determine how much respondents' self-concepts changed across demographic groups, we combined the independent samples t-test and one-way analysis of variance. The findings demonstrated that the educators had positive opinions of themselves. There were no observable differences in the sense of self among the teachers based on gender, age, years of experience, or educational level. According to the study's findings, greater efforts should be made to raise instructors' levels of self-awareness in order to boost their motivation and better effects on students learning.