1

IMPACTS OF STUDENTS’ CLOSENESS TO A TEACHERS TO ENHANCE

SELF-ESTEEM

A Qualitative Research

Presented to the faculty of St.Joseph College-Olongapo Inc.

In partial fulfillment of the Subject

Practical Research I

Domingo, Lexon

Agustin, Princess Ann

Felismenia, Ela

Ignacio, Julianna

Romualdo, Melody

Research Adviser:

Mrs. May Frances Posadas

 2

Chapter I

INTRODUCTION

RESEARCH GAP

In the last decade serious concerns about teachers’ emotional wellbeing

has been expressed repetitively. Statistics outline that up to 30% of the teachers

are affected by burnout or psychological ill-being by Körner, 2003; Schaufeli and

Bakker, 2004; Johnson et al., 2005; Hakanen et al., 2006; Unterbrink et al.,

2007; Griebler, 2011; Schaarschmidt and Kieschke, 2013. Johnson et al.,

2005; O’Connor, 2008; Pyhältö et al., 2011 said that in line with these statistics,

being a teacher was rated as one of the most stressful jobs, as it is interpersonally

and emotionally highly demanding.

According to STRS, Pianta, 2001; Pianta el al., 2003 student–teacher

relationship quality is mostly described by the extent of closeness, conflict and

dependency as captured with the widely used student-teacher relationship scale.

Spilt et al., 2011 said that teachers’ relationship experiences with students

were argued to be an important daily source of teacher emotion and cognition,

potentially affecting a teacher’s wellbeing. In a comprehensive review the authors

outline, among other aspects, that within the framework of self-determination

theory of SDT, Deci and Ryan, 2000 it can be assumed that teachers have a need

for relatedness and therefore student–teacher relationship quality plays a crucial

role. Relatedness is one central basic need aside from autonomy and competence,

which fosters sustainable and self- determined motivation. It is argued that those
 3

motivators might not only affect students’ learning, but also adult learning and most

importantly their working process. Hakanen et al., 2006; Spilt et al., 2011 say that

it is not surprising that relationships toward students have been shown to be

among the top ten predictors for students’ academic outcomes in mega-analytic

work including over 800 meta-analyses according to Hattie, 2009 and thus are of

specific interest in developmental as well as educational research. Nevertheless,

research on STR within attachment perspective mostly focuses on the effects on

students and not on the teacher. Until now, conflict-ridden relationships with

students have been shown to be associated with teachers’ self-reported

depression and lower self-efficacy by Hamre et al., 2008 and whereas close

relationships fostered teachers’ self-efficacy according to Mashburn et al., 2006.

Hattie,2009 stated that it is not surprising that relationships toward students

have been shown to be among the top ten predictors for students’ academic

outcomes in mega-analytic work including over 800 meta-analyses and thus are

of specific interest in developmental as well as educational research.

Nevertheless, research on STR within attachment perspective mostly focuses on

the effects on students and not on the teacher. Until now, conflict-ridden

relationships with students have been shown to be associated with teachers’ self-

reported depression and lower self-efficacy by Hamre et al., 2008 and whereas

close relationships fostered teachers’ self-efficacy according to Mashburn et al.,

2006. The present research aims to increase our understanding how student–

teacher relationships influences the teachers’ wellbeing and how a teachers’

attachment characteristics determine the teacher’s relationship quality.

 4

Collins and Feeney, 2004; Mikulincer et al., 2009 stated that the primary

attachment experiences of teachers such as with their mother might shape the

process of how relational closeness toward students is experienced. This may be

because secure adults have internalized that significant others react promptly,

effectively and reliably to the individual needs and thus they are experts on how to

use relationships and support effectively and positively. According to Mikulincer et

al., 2001; Mikulincer and Shaver, 2007 that Secure adults, for example, displayed

more sensitive reactions toward the significant other’s needs, more effective

coping as well as more positive and less negative emotions compared to

individuals with insecure attachment experiences. In contrast, individuals with

insecure or anxious strategies have internalized that the partner reacts

insufficiently to their support request which increases insecurity and anxiety as well

as fear of rejection.

In conclusion, teachers with anxious attachment might be more vulnerable

to suffer from students’ interpersonal rejection than teachers with more secure

attachment experiences. Thus, anxious attachment in combination with a low

quality relationship with the most attached student might lead to more negative

emotional experiences and thus might increases the risk of suffering from

emotional ill-being according to Horppu and Ikonen-Varila, 2004; Spilt et al., 2011.

On the contrary, secure individuals with a high-quality relationship toward the most

attached student might profit most regarding their wellbeing.

 5

PURPOSE OF THE STUDY

This study determines the factors of impacts of students’ closeness to their

teachers to enhance their self-esteem. It would also help the students to focus on

what they can change being confident enough to be themselves. It would also help

the researchers to know that being close to the teacher cannot only enhance their

self-esteem but also to motivate and help the students by studying. Especially on

those students who are shy mostly on reporting and recitations, being close to their

teacher will help them be confident enough to speak in front of the class. It would

also help the students to focus on what they can change. Being confident enough

to be themselves without the use of the teacher instead of themselves only. To let

the students know that self-esteem does not depend on the teachers. This study

helps the students to realize that being close to a teacher may help students even

braver or confident. Another thing is that to make a students realize that a student

can be brave or confident with or without the help of a teacher. This study will show

the two sides of the effects/impacts:

 To prove that closeness to a teacher will make students more confident.

 To prove that closeness to a teacher does not affect a student’s bravery

and confidence.

RESEARCH QUESTIONS

This study aims to determine what the impacts of students’ closeness to

their teachers to enhance their self-esteem are.

Specifcally, this seeks to answer the following questions:

 6

1. Why do most of the students want to get closer to teacher?

2. How is being close to a teacher boost a students’ self-esteem?

3. How can teachers promote self-esteem in students?

4. What are the significant impacts of students’ closeness to a teachers to enhance

self-esteem?

PHILOSOPICAL VIEW (Theoretical Lens)

Emily Gallagher stated that, when teachers form positive bonds with

students, classrooms become supportive spaces in which students can engage in

academically and socially productive ways (Hamre & Pianta, 2001). Positive

teacher-student relationships are classified as having the presence of closeness,

warmth, and positivity (Hamre & Pianta, 2001). Students who have positive

relationships with their teachers use them as a secure base from which they can

explore the classroom and school setting both academically and socially, to take

on academic challenges and work on social-emotional development (Hamre &

Pianta, 2001). This includes, relationships with peers, and developing self-esteem

and self-concept (Hamre & Pianta, 2001). Through this secure relationship,

students learn about socially appropriate behaviors as well as academic

expectations and how to achieve these expectations (Hamre & Pianta, 2001).

Students in low-income schools can especially benefit from positive relationships

with teachers (Murray & Malmgren, 2005).

Furthermore, teacher-student relationships have an impact on the

academic self-esteem of students. Self-confidence have a significant impact on

 7

students’ interest in school, their academic self-efficacy and in turn of academic

achievement. In addition to academic achievement, positive teacher-student

relationships provide important social outcomes for students. Positive teacher-

student relationship may enhance the student's low-esteem when it comes to

presenting. This may help students to enjoy their classes and motivate themselves

to study more.

Positive teacher-student relationship helps student to enjoy more from the

class. This teacher-student bond can cause the student to learn from lesson.

Students enhance the self-esteem when teacher have a good relationship.

SIGNIFICANCE OF THE STUDY

This research study will benefit the students of St. Joseph College

specifically in the Senior High School. When teachers build positive relationships

with students, the classroom becomes a safe learning-friendly environment where

students feel more confident taking risks and pushing their intellect to higher levels.

Knowing how students think and what they like also gives teachers a chance to

individualize instruction and build the most meaningful curriculum for them. And

then teachers can use that knowledge to find ways to help students understand

the material.

For the teachers, to develop positive relationships, the classroom becomes

a place where every student feel wanted, appreciated and loved. This can also

help the teachers to keep students engaged in learning, encourage best behavior

and give them a sense of pride and belonging. Although teacher cannot teach a
 8

student to feel good. Teacher can nurture student self-esteem through a continual

encouragement and support. Showing appreciation for the things she does well,

expressing confidence, and adapting instruction so she can experience success.

For the Students, to build a sustaining self confidence that will carry on into

the next grades and beyond. Its also help the students to have a sense of pride, it

is the feeling of being good and worthy. The students can be have a satisfaction

with the achievements and will learn to be confident all the times. Especially those

at risk or with low self-esteem, react positively to this encouragement.

For the future researcher(s). From this research study the benefits that will

be given to the researcher(s) are the knowledge and incites that are under in this

research study.

DEFINITION OF TERMS

Self-esteem is defined as what the students have. This help the student not

to feel nervous or shy. The student with low self-esteem can lessen a student’s

desire to learn. The braveness to conquer a person’s weakness and fears,

establishment of pride and dignity to be able to surpass certain challenges.

Appreciation of self-worth is the best explanation of self-esteem for it helps people

to help themselves if no one can.

A Student is defined as one who wants to become confident by being close

to a teacher. Thinking that if a student is close to a teacher learning would be easy.

Students can be more confident they can face any people or person. don’t feel any

pressure because they are motivated by a teacher and they are the person who’s
 9

lack of confident. The very definition of willingness, willingness to learn, willingness

to fail, and willingness to success. Students make up the future they are the ones

obliged to hold the worlds future for further advancement and preservation, student

are the youth of tomorrow success.

Teacher is determined as the person who help the student to become

confident or have self-esteem. This is the person who wants the student to be close

and teacher think if the students are close to them it is easy for the students to

stand in front of the class and also the one who teach the students. The foundation

of knowledge people who are sacrificial, these are the people who dedicate their

lives for the fulfillment someone dreams. People who have inspired many and

made a life worth remembering, not only for them but also to their learners who

they have guided.

School, defined as a place where children are educated. Usually refer to

this place as school when teacher and students are talk to spend time and

activities that student will do. It is also defined as a place where students build their

self-confidence to communicate to others. The feeding ground of experience,

knowledge and values where the teachers and learners form bonds to break free

from the plaque of ignorance.

LIMITATION AND DELIMITATIONS OF THE STUDY

The researchers wanted to determine the impacts of students’ closeness to

a teachers to enhance students’ self-esteem, the respondents will be the Grade

11 in the St. Joseph College-Olongapo.

 10

This research study was conducted in St. Joseph College-Olongapo,

specifically in Senior High School.

This study was conducted to know the impacts of students’ closeness to a

teachers to enhance self-esteem of the students of Grade 11 at St. Joseph

College-Olongapo. The population of the study is the number of the students

where the researchers were selected five persons each strand. This study is

conducted in the year of 2018-2019.

The delimitations of this study are the students who are not close to

teachers and those students in others school and for the Grade 12 students of St.

Joseph College. The researchers’ main purpose is to know the feelings or

emotions of the students being close to a teacher.

ORGANIZATION OF THE STUDY

This chapter consists of introduction which gives an insight into the impacts

of students’ closeness to a teachers to enhance self-esteem. This research will

answer what the researchers wanted to know. The purpose of the study will give

the statement of why the study is being conducted or the goal of the study. It

described a concept or explains the purpose why the researchers conducted this

topic. It would also help the students to focus on what they can change being

confident enough to be themselves. The research question will help the

researchers to gather information to the respondents. The philosopical view gives

an insight in other theories that have similarities in this study. The significance of

the study gives the importance of this research and explains who will benefit in this
 11

study, the teachers who develop positive relationships and the classroom becomes

a place where every student feel wanted, appreciated and loved. To the the

students to build a sustaining self confidence that will carry on in the next grade

and beyond. For the future researchers who from this research study the benefits

that will be given to the researchers. The definition of terms gives the definitions

according to this research. It will help the students to easy identify the research

topic. Self-esteem that defined as what the students have, that help the student

not feel nervous or shy. A student is defined as who wants to become confident by

being close to a teacher. To the teacher that detertimed as the person who help

the student to become confident or have self-esteem. The school that defined as

a place where children are educated. Last for limitations and delimitations of the

study contained who will answer the questions that researchers want to answer

and who are not answers the questions of this topic. The population of the study

is the number of the students where the researchers were selected five person

each strand and the delimitations of the study are the students who are not close

to teachers and those students in others school and the Grade 12 students of the

students of St. Joseph College. The researchers’ main purpose is to know the

feeling or emotions of the students who are close to a teacher.

 12

Chapter II

REVIEW OF RELATED LITERATURE

This section includes ideas, finished thesis, generalization and conclusions

and others. Those that can be found in this part of the research paper helps in

familiarizing information that are relevant and similar to the study.

LOCAL LITERATURE

1. Estela Astilla stated that this paper examines the hypothesis that a

significant positive relationship exists between the self-esteem and social class

of adolescent Filipinos according to Estela Astilla. Ss’ were 250 male and

female Liberal Arts and Science students at a major Filipino university. The

Cooper smith Self-Esteem Inventory was used to classify the Ss’ into two

groups—the top and bottom 25% of scores being designated as of high and low

self-esteem, respectively. Ss’ in the two groups were then compared with

respect to their parents' levels of education and the status of the occupation of

their family head. Evidence of a stronger association between self-esteem and

social class than is typically found in Western countries was obtained.

2. According to the study of Renierose Mary R. Hernandez (2017) this study

determined the relationship between self-esteem and freshmen students’

adjustment to college in Higher Education Institutions in Calapan City, Oriental

Mindoro, Philippines. The descriptive correlational and comparative research

methods were used in the study. The questionnaires were distributed to 357
 13

freshmen students from selected HEIs. The study determined the relationship

between self-esteem and freshmen students’ adjustment to college in Higher

Education Institutions in Calapan City, Oriental Mindoro, Philippines. The

descriptive correlational and comparative research methods were used in the

study. The questionnaires were distributed to 357 freshmen students from

selected HEIs. The study found out that the respondents had high self-esteem

and high level of adjustment to college; the two variables have a positive

correlation. It is recommended that there should be sequential institutional and

classroom activities that encourage adjustment of new students and the

development of their self-esteem.

3. Edwin A. Estrella (2015) said that there are many cognitive and non-

cognitive constructs that account for the academic performance of college

students. A priori knowledge proposes that the ability to form an identity and

awareness of oneself and the pattern of behavior adopted by a student in the

pursuit of learning are significant vehicles in the educative process. Hence, this

researcher conducted a cross-sectional descriptive study where he attempted

to establish the relationship that exists between the levels of self-esteem, study

habits and academic performance of college students. Results from the

Rosenberg Self-Esteem Scale (1965), the Study Habits Questionnaire (2001)

and their general point average (GPA) were manually organized and collated.

The Pearson Product Moment correlation and the Fisher’s exact test of

correlation were used to measure the relationship between the variables. There

exists a weak positive relationship between self-esteem and study habits of the
 14

respondents. There is no significant relationship that exists between the levels

of self-esteem and academic performance. There is no significant relationship

that exists between the levels of study habits and academic performance.

Ordinal Logistic regression revealed that none of the independent variables or

the moderating variable significantly explains the variability in the academic

performance of the respondents.

4. According to the study of David Watkins (2010) in an investigation with 173

Filipino high school girls (ages 11 to 13 years), school achievement correlated

.64 with IQ and .33 with self-esteem as measured by the Coopersmith Self-

Esteem Inventory. Multiple regression analysis showed that the addition of self-

esteem to the predictor set accounted for only an extra 3.9% of the variance of

school achievement (statistically significant but low), beyond that accounted for

by IQ alone.

5. This study investigated by L.S. De Guzman (2011) that relationship

between self-esteem and academic performance, behavior and academic

performance, and self-esteem and behavior of male adolescents with migrant-

working fathers. This study also endeavored to find if there is a difference in the

self-esteem and academic performance of these boys with behavior problems

and those without behavior problems. The General Weighted Average (GWA),

self-esteem and behavior problems of 105 male adolescents with migrant-

working fathers were gathered. Results showed a significant relationship

present between self-esteem and academic performance. A relationship also

was found between behavior problems and academic performance. No

 15

relationship was found between self-esteem and behavior problems. This study

showed a difference in the academic performance between students with

behavior problems and those without behavior problems, but no difference was

found in the self-esteem between the same groups. Finally, the most common

behavior problems observed among the respondents are 1) skipping school or

cutting classes, 2) bullying or intimidating others, and 3) arguing with teachers,

friends and classmates.

FOREIGN LITERATURE

1. According to the study of Ghorbani Amir and Ahmadi Gatab (2011) a

descriptive and correlation study to investigate the relationship between child

rearing styles and students’ self-esteem among both male and female students.

The sample group consisted of randomly selected 100 students including 50

girls and 50 boys. The tool used was Self-Esteem Eysenck Questionnaire and

a question was added to determine the child rearing style. The results showed

that the self-esteem of the students with confidence overwhelming child rearing

patterns is more than the self-esteem of students with authoritarian and

negligence patterns of child rearing. The researcher concludes that the role of

parents in providing mental health, academic achievement and self-esteem is

far beyond anything that has been fulfilled.

2. Maarit Johnson (2005) said that central theme in this research is a dynamic

integrative view of personality and health. In personality processes self-esteem

 16

is considered to play an important role whether cognitive and motivational

aspects result in vulnerability or resiliency. Trait level of self-esteem combined

with different needs and strivings to maintain or increase self-esteem, is an

important aspect to consider for a realistic understanding of mechanisms

underlying behavior and wellbeing. Self-esteem, that is contingent on success

and competence, triggers fundamentally different habitual thought and behavior

patterns than contingent self-esteem that involves seeking compensation from

emotional support and acceptance. These behaviors and attitudes have in

recent studies been linked to distinctive patterns of coping with social threats

and differential health outcomes. Within this research frame several new

constructs and scales have been developed and validated. Both experimental

and questionnaire methods are applied. Another theme in this research

concerns implicit aspects of self-esteem and psychometric issues, such as

response biases in self-esteem measures.

3. Almogela. Letal (2013) showed that there is no significant difference

between the relationship of self-esteem and health-related behavior when

grouped according to males and females. It implied that when it comes to the

variable gender. The relationship of self-esteem and health related behavior of

males and females are not significantly different from one another. The

researchers used the Rosenberg's Self-esteem scale in and Saint Louis

University and School of Nursing Baguio city. Here is no significant difference

between self-esteem and health related behaviors of males and females!

Because gender does not moderate the relationship between the self-esteem
 17

and health-related behaviors (Stress and Gender in relation to Self-esteem of

University Business students 2011). this study in contradictory to some

researches in which the relationship of self-esteem and health-related behaviors

of males and females shown that there was a statistically significant difference

with one another Which shows that males scored significantly higher level of

self-esteem than females (Self-esteem and optimism in rural youth: Gender

differences 2010).

4. This study had two goals according to Unsal Yetim. The first one was to

determine whether the predictors of individualism/collectivism, self-esteem, and

feeling of mastery in a specific socio-cultural environment in which individuals

from different cultural backgrounds interact with each other explain life

satisfaction. The second goal was to illuminate the contradiction between cross

cultural and local findings about ongoing Turkish cultural experience within the

related variables and the frame of the socio-cultural environment. Research

participant’s numbered 696, 388 students and 308 academicians of Mersin

University. Students were enrolled in the Faculty of Art and Science, the Faculty

of Engineering and the Faculty of Administrative Sciences and Economics. Fifty

percent of them were females and the fifty percent were males. The academic

sample consisted of the academic personnel (instructors, assistants, lecturers,

and professors) in the above-mentioned faculties. The sample made up of

academicians was also half female and half male. The participants responded

to the Turkish version of the short form of Individualism/Collectivism Scale

(INDCOL), the Rosenberg Self-Esteem Scale, the Mastery Scale and the
 18

Satisfaction with Life Scale. Among these scales, the short form of INDCOL

showed a high level of construct validity and the Mastery Scale showed a

moderate level of construct validity in the related samples. Others have showed

high levels of validities and reliabilities in the previous Turkish studies

conducted. The findings of this study revealed that individualism predicted high

life satisfaction and collectivism predicted low life satisfaction. Self-esteem and

mastery also predicted high life satisfaction. It was observed in this study that

university life contributed to male university students being autonomous and

independent.

5. According to the investigation of Wild, Flisher, Bhana, and Lombard (2004)

the associations among adolescents’ self-esteem in 6 domains and risk

behaviors related to substance use, bullying, suicidality and sexuality. A

multistage stratified sampling strategy was used and a representative sample

of 939 English, Afrikaans and Xhosa-speaking students in Grades 8 and 11

were selected. The multidimensional self-esteem questionnaire and a self-

report questionnaire were used to collect the data. The results showed that

scores on each self-esteem scale was significantly associated with at least one

risk behavior. Low self-esteem in the family and school contexts and high self-

esteem in the peer domain were significantly associated with multiple risk

behaviors in adolescents of both the sexes.

 19

Chapter III

METHODOLOGY

In this chapter researchers conclude the methods, steps and procedure in

our research. This chapter presents the methodology which includes the research

design and participants. It will discuss how the researchers gathered and analyze

the data. It will also tackle the role of the researchers, trustworthiness of the study

and ethical consideration. This is the planning chapter which will guide us to gather

specific information that will going to use for the next chapter of this research. This

also will guide us what kind of researcher are, this chapter will be more on group

discussion. This will be described the steps on how we are going to conduct our

study to get a relevant information that will going to use for conclusions of this

research.

RESEARCH DESIGN

This study entitled “Impacts of Students closeness to their teacher to

enhance their Self-esteem” will be conducted an interview, taking 5 students in

every strand on St. Joseph College – Olongapo, Inc.

This study will be using phenomenological design for its research design.

Also the respondents will be answering the Research questions with unbiased and

with their own point of view related to the given study. The Researchers make the

questions easy for the respondents.

It can be assumed that teachers have a need of relatedness and therefor

student-teacher relationship quality plays a crucial role. Relatedness is one central

 20

basic need aside from autonomy and competence, which fosters sustainable and

self-determined motivation it is argued that those motivators might not only affects

student learning but also adult learning and most importanly the teachers working

process.

RESEARCH PARTICIPANTS

This study will cover 20 selected Grade 11 students coming from the

different strands of St. Joseph College-Olongapo, Inc. Senior High Department

Namely Science, Technology, Engineering and Mathematics (STEM),

Accountancy, Business and Management (ABM), Humanities and Social Sciences

(HUMMS), and lastly Information and Computer Technology (ICT). The said

participants will be interviewed by the researchers at any convenient time with the

approval of the school administration.

DATA COLLECTION

The researchers made a letter of approval to conduct interview at St.

Joseph College-Olongapo Inc. was signed and approved by Mrs. Tesera Y.

Sabado. After it was approved, the researchers prepared a question to identify the

emotions, feelings, and opinions of the selected students.

The researchers select five (5) person each strand STEM, ABM, HUMSS,

and ICT Grade 11 students of St. Joseph College-Olongapo, Inc. Senior High

Department to collect and obtain data to evaluate their basis of collecting data.
 21

Each question had relevant to the research question that have been made in

chapter 1 of this research.

Before the interview start, the researcher will ask the respondent if he or

she is willing to answer the question. After the interview, researchers type and

translate the opinions of students to the “Impacts of Student’s closeness to their

teacher to enhance their self-esteem”.

DATA ANALYSIS

Data analysis is the most crucial part of any research. Data analysis is

the process of systematically applying statistical and/or logical techniques to

describe and illustrate, condense and recap, and evaluate data. This is where

researchers identify the personal information of a selected interview in Grade 11

students. Researchers examine data by gathering the opinions of the students.

Each participant has a point of view, so the researchers need to observe and

understand each opinion to accomplish the data gathering.

ROLE OF THE RESEARCHERS

The research is considered an instrument of data collection. This means

that data are mediated through this human instrument, rather than through

inventories, questionnaires, or machines. To fulfill this role, consumers of the

research need to know about the human instrument. The researcher needs to

describe relevant aspects of self, including any biases and assumptions, any

expectations, and experiences to qualify his or her ability to conduct the research.
 22

In addition, it is a useful for the researcher to keep a research journal explicating

personal reactions and reflections, insights into self and past, in a separate journal,

and how bracketing takes place.

A good researcher asks probing questions, then listens, then thinks, then

asks more probing question to get to deeper levels of the conversation. An

effective researcher seeks to build a picture using ideas and theories from a wide

variety of sources.

This purpose, the researchers make some different ways to gather

information. The researchers will able to conduct an interview, read related

literature or articles about their given study, ask person with a High knowledge

about their study and etc.

Also, the researchers can be able to relate the gathered information with

their own perspective. The researchers also ask other researchers for its

transferability. Researchers make sure that it will be transferable.

TRUSTWORTHINESS OF THE STUDY

Credibility is how appropriate this research is. It must show that this

research is rich in information and believable. It usually depends on the gathered

information rather than the amount of data gathered. The researchers must be

confident on doing this qualitative research. Because when we say credibility, it

focuses on the quality of a research/study. The researchers must gauge the

accuracy of the study findings through triangulation.

 23

Transferability is showing the result of the study and will apply too on other

contexts. It can be applied not just on the student but on other people too.

Dependability shows that this study is consistent. It can be repeated by

other researchers and may find that the result will be the same as the original

study.

Confirmability verifies that the data results were determined by the

participants, more over than the researcher. It prevents the qualitative research to

create a biased perspective to the study. An external auditor could track down the

history and progress of events to understand the process of each decision made.

One of the key techniques in staging confirmability is through audit strategy where

it investigates the whole process of research, from the product, findings up to

recommendation.

ETHICAL CONSIDERATION

Ethical Consideration in this study is critical. Ethics is the standards to

conduct that distinguish between right and wrong. It helps to determine the

difference between acceptable and unacceptable behaviors. It can also prevent

researchers against the fabrication and falsifying of data and therefore promote

the pursuit of knowledge and truth which is the primary goal of research. The

researchers also guarantee the respondents that respective answers will be kept

confidential and will be used for research purpose only and not having the intention

of sharing it to others that could possibly take it against them.

 24

Chapter 4
RESULTS AND DISCUSSIONS

Introduction

In this chapter is to summarize the collected data and findings that the

researchers gathered and also includes the analysis of data.The researchers will

discuss the result and discussion of the study.

Research Q1.Why do most of the students want to get closer to teacher?

General Idea Frequency Summary

Students want to be close
to a teacher for high
Grade 2/20
grades.
Students usually see
teacher as second parent
Bond 2/20
and students want to
form a bond like a family.
Students want to be
comfortable to the
Comfortable 11/20
teacher.
Teachers like our second
parent who are motivate
Motivate 2/20
us in our goals.
Students want to be
Friend 1/20
friends with a teacher.
Students want to gain the
Attention 1/20
attention of a teacher or
notice.
 25

Table 1 show the results that obtained fron the interview in term of research

question number 1. The respondents have different perspective and comply an

answer with a given question on why do most of the students want to be close to

a teacher.

1.1 Grade

Two out of twenty respondents says that students want to be close to a

teacher to get high grades.Some students think that if the students are close to a

teacher the student can get high grades.

1.2 Bond

Two out of twenty (2/20) respondents says that students see teacher as

second parent and the students want to form a bond like a family or parents.

1.3 Comfortable

Eleven out of twenty (11/20) respondents are comfortable with the teacher.

When students are comfortable to a teacher and have close relationship, students

are able to express feelings better.Students become comfortable to a study.

1.4 Motivate

Two out of twenty (2/20) respondents stated that teacher give the students

some advices and motivation to enhance self-esteem.

1.5 Friend

One out of twenty (1/20) respondents want to be close to a teacher because

students want to be friend.

 26

1.6 Attention

One out of twenty (1/20) respondents want to be close to a teacher because

students want to gain the attention of the teacher and to notice the things that

students did something right.

Research Q2. How is being close to a teacher boost a students’ self-esteem?

General Idea Frequency Summary

Teachers give high

grade to a students to
Grade 2/20 boost the self-esteem of
the student.
Teacher boost the self-
esteem of the students
Bond 2/20 by having a close bond
and to become
openness to one
another.
Being close to a teacher
the student would not be
Comfortable 7/20 embarrassed if there is a
presentation and
become comfortable
infront of the class.
Teacher boost the self-
esteem of the students
by giving advices and by
motivating the students
Motivate 7/20 that students can do that
and can solve the
problem that students
encounter.
Teacher boost the self-
esteem of the student by
Friend 1/20 being a friend with the
students.
Teacher boost the self-
esteem of the student by
Attention 1/20 seeing the attention of
the teacher.
 27

Table 2 shows the results obtained from the interviewees in terms of Question

number 2. The respondents have different perspective and comply an answer with

a given question on how is being close to a teacher boost students’ self-esteem.

2.1 Grade

Two out of twenty (2/20) respondents says that teachers give high grades

to the students to boost self-esteem of the student. High grade can boost the self-

esteem of the students.

2.2 Bond

Two out of twenty (2/20) respondents stated that teachers boost the self-

esteem of the student by having a bond to each other and to become openness to

one another of the students and teacher.

2.3 Comfortable

Seven out of twenty (7/20) respondents believed that being close to a

teacher can boost the self-esteem of the students.Students would not be

embarrassed if there is a presentation and become comfortable infront of the class.

2.4 Motivate

Seven out of twenty (7/20) respondents says that teacher boost the self-

esteem of the student by giving advices.Teacher give motivation to the students to

feel confident.

2.5 Friend

One out of twenty (1/20) respondents believed that being friend to the

teacher can boost the self-esteem of the student. Students boost a self-esteem by

having a trust and become open to the teacher.

 28

2.6 Attention

One out of twenty (1/20) respondents says that by having an attention of

the teacher self-esteem of the student become higher.eacher boost the self-

esteem of the students by seeing the attention of the teacher.

Research Q3. How can teachers promote self-esteem in students?

General Idea Frequency Summary

Teachers motivate
students to improve self
MOTIVATE 5/20
esteem
Teacher gives advice
to the students to adapt
ADVICE 2/20
techniques to improve
self esteem
Students wants to get
closer to a teacher to
FRIEND 6/20
boost their self esteem

Understanding the
situation of the students
UNDERSTAND 4/20

Students approach
teachers to boosts a
REASON 3/20
self-esteem
 29

Table 3 shows the results obtained from the interviewees in terms of Question

number 3. The respondents have different perspective and comply an answer with

a given question on how can teachers promote self-esteem in students.

3.1 MOTIVATE
Five out of twenty (5/20) respondents says that teacher can promote self-

esteem through students by encouraging the students talking to a teacher more

and helping the students with the studies. Teacher is telling about their life/s,

experiences through school, outside, or the environment. By proving a welcoming

environment to the students when they're feel as if they can express themselves if

they want to. Teacher like our parent, they will guide us to school they can push

us to do the things that we can’t do. Because we don’t have parent here at school

if we have problems teacher can help us.

3.2 ADVICE

Two out of twenty (2/20) respondents stated that most of the time teachers

promotes self-esteem on students by giving them advises and by being open to

them like they understand that students struggles too and it’s not all about school,

not all about assignments but like students must build friendship to them as well.

So when we ask for their advices, they can/will give us a best advice for us to boost

our self-esteem.

3.3 FRIEND

Six out of twenty (6/20) respondents says that being close to a teacher. A

teacher may know if a student has a problem and help them. A student can answer
 30

a question easily. The bond between you and your teacher are become stronger.

A teacher’s need to become open to their students not just by but also social

interaction with its student.

3.4 UNDERSTAND

Four out of twenty (4/20) respondents believed that maybe it’s not about

favouritism that we say but the overall students that feels when we say that when

they do something Good or right, the students appreciate it.Teachers also promote

self-esteem to students as they support and maybe if their listening to every

opinion of the student.

3.5 REASON

Three out of twenty (3/20) respondents says that students have a different

reason why the students want to be close to a teacher.Students approach teacher

to boosts self-esteem.

Research Q4. What are the significant impacts of students’ closeness to a teachers

to enhance self-esteem?

General Idea Frequency Summary

This is where student-

Closeness 8/20 teacher relationship
become closer.

This is where the

Confidence 12/20 student gains
confidence to be active
in class.
 31

Table 4 shows the results obtained from the interviewees in terms of Question

number 4. The respondents have different perspective and comply an answer with

a given question on what are the significant impacts of students’ closeness to a

teachers to enhance self-esteem.

4.1 Closeness

Eight out of twenty (8/20) respondents says that when students reach the

point where they in feel comfortable enough to express their opinion, their able to

enhance their learning capabilities as well as their self-esteem. The student won't

be shy to answer in recitations anymore because they are close to the teacher.

When a student has a problem on academics or personal, they can open up to

their teacher and ask for advices. It also affects to their study maybe because of

their closeness to their teacher, so they intend to listen more and get high grades.

4.2 Confidence

Twelve out of twenty (12/20) respondents believed that teachers can

promote self-esteem of the students through recitation and that's why they want to

recite the students to show the hidden intelligence of the students. Their advices

can help us boost our confidence to communicate and socialize to other students.

It will boost their self-esteem, confidence, academic knowledge, and confidence in

that subject. We see students when they are close to their teacher supposedly the

confidence is a high in room because if you’re close to teacher you show them

who you are and that’s what we call self-esteem because we show it and teacher

accepted us.
 32

Chapter V

CONCLUSION,IMPLICATION, AND RECOMMENDATION

This chapter presents the conclusion, implications for the practice and

recommendation based on the results being gathered by the researchers.

A. CONCLUSION

Based on the data gathered of this study, the following conclusion were made:

1. Students have the ability to improve self-esteem by creating a positive teacher-

student relationship. And also will help the students to be more active in doing an

activity that improves students social skills with others. Students nowadays are

scared to answer in front of the class for not having enough self-esteem.

2. There are lots of reasons why students wants to get closer with teacher.

According to some respondents being close with teacher can boost self-esteem.

Having good relationship with teachers can lead with confidence,activeness, and

better academic learnings are usually the one who supports students with other

activities. And some of the students want to get closer with teachers to make them

feel more secure and comfortable.

3. Lastly, students who are close with teachers are inspired to be more confident

and do some extracurricular activities to boost self-esteem.

 33

B. IMPLICATION

Based on the answer of the respondents being close to a teacher provides

self-esteem of student because being close to a teacher is one of the way to show

off confidence and to be able to improve self-esteem a teacher can also motivates

student to do better and makes the students participate in class discussion. Being

close with teachers makes student self trust and be more confident. The study

makes the student more open and also contributes to a student communication

skills come to life by using confidence and self-trust that contributes to the

implication about self-esteem of students by being close with teacher. Self-esteem

a vital role for an individual to build a better self because to become a great person

requires self-trust. Own capabilities and limitations can also help in building of

one’s self-esteem this could start up from a closest friend or inspiration that may

be a contribute entity forming a well balanced self-esteem. School is the second

home and teachers are the second parents of students,the observation concluded

the huge impact and part of a teacher is establishing the self-esteem of student

inside and outside of school. A positive student-teacher relationship will form not

only self-esteem but also a beneficial bond for both student-teacher is more likely

going to be favorable outcome. Based on our statistical tally from low respondents

the impact of teachers closeness to student is a valuable relationship that makes

each student ford to the knowledge where student are pondering at school and

builds a good balanced self-esteem in order for the student to be a greater part of

the society’s growing competency is certain fields.

 34

RECOMMENDATIONS

Based on the foregoing conclusions and implications, the researchers would like

to recommend the following:

1. The researchers recommend that the teachers should change the perspective

of students that the closeness of the students with teachers is not connected to the

students grades.

2. The researchers recommend that the school should have an annual seminar on

how they the students can enhance self-esteem.

3. The researchers recommends that the parents should give some advice to the

students to realize that being close to a teacher may enhance self-esteem or in the

other hand, the students can enhance self-esteem alone.

4. The researchers recommends that the teachers should be more focused in the

terms of boosting the students self-esteem.

5. The researchers would like to recommend that the student should participate in

class discussions and activities connected on boosting the student's self-esteem

and on being open to other people

6. The researchers recommend that the teachers should help the students be more

confident and teach the students to be genuine and only care in academic, But

also in life.