The Effect of Teachers Self-concept on the Accuracy of Their Ratings of Pupils'Self-concepts

Abstract

The aim of the present study is to investigate the relation between teachers' self-concept and their ability to evaluate accurately the self-concepts of pupils toward whom they feel attachment, indifference or rejection. The sample consisted of 20 teaclhers who assigned students from their classes into three closeness groups - 'attached', 'indifference', and 'rejection'. These students completed a self-concept measure and their teacher completed these measures as they thought their students would. The teachers also completed the Tennessee Self-Concept Scale. Analysis revealed that, on the whole, accuracy in evaluation of students' self-concept was positively correlated with measures of teachers' self-concept for the attached and indifference groups, particularly in the areas of students' self-concept dealing with home. For the areas of study, most of the correlations were non-significant, especially those of the indifference and rejection groups. Some explanations concerning teachers' defences were suggested.