INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
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Self-Esteem of the Student-Teachers of Imphal East District,
Manipur
Sapam Chinttoo Devi
1
, Dr. Mayanglambam Prakash Singh
2
1
M.A Education, Indira Gandhi National Open University (IGNOU), India
2
Assistant Professor, Department of Education, Dhanamanjuri University, India
DOI:
https://doi.org/10.51244/IJRSI.2025.120800209
Received: 19 August 2025; Accepted: 25 August 2025; Published: 10 September 2025
ABSTRACT
“Self-esteem” refers to an individual’s overall perception of self-worth and confidence in one’s abilities, and it
plays a central role in personal growth and professional success. For student-teachers, who are at the initial stage
of teacher preparation, self-esteem is particularly important as it shapes their attitude towards learning, enhances
their ability to face challenges, and builds the confidencazae required to manage classroom effectively. A healthy
level of self-esteem helps them develop positive teacher-student relationships, make sound pedagogical
decisions, and cultivate resilience in the teaching profession. Conversely, low self-esteem may negatively affect
their motivazation, communication and overall teaching performance. The present study aims to examine the
self-esteem of student-teachers in Imphal East District, Manipur, with a focus on understanding its overall level
and exploring how it varies across gender and locality, thereby highlighting its significance in teacher education.
A descriptive survey method was employed to gather quantitative data from a total sample of 225 student-
teachers across teacher education institutions in the district. A standardized self-esteem scale developed by Dr.
Santosh Dhar and Dr. Upinder Dhar (2015), which measures six dimensions-positivity, openness, competence,
humility, self-worth, and learning orientation was employed. The findings revealed thatmajority of the student-
teachers of Imphal East District have Normal self-esteem level and there was a significant difference in the self-
esteem of student-teachers of Imphal East District with respect to their gender and locality.
Keywords:
Self-esteem: In this study, self-esteem refers to the Positivity, Openness, Competence, Humility, Self-worth and
Learning Orientation of the student-teachers.
Student-teachers: In this study, student-teachers refer to individuals who are currently enrolled in the Bachelor
of Education (B.Ed.) programme in teacher education institutions located in Imphal East district, Manipur.
Teacher education institutions: In this study, teacher education institutions refer to the colleges located in
Imphal East district, Manipur, that are recognized by Manipur University and offer the Bachelor of Education
(B.Ed.) programme.
INTRODUCTION
Self-esteem has long been recognized as a vital component of mental well-being and continues to attract
significant attention from researchers. The term esteem generally implies valuing, respecting, or holding
someone or something in high regard. Self-esteem, therefore refers, to how individuals perceive, evaluate, and
feel about themselves. It reflects a personal emotional response-a general sense of self-worth that can range from
positive to negative. The idea of self-esteem is deeply rooted in our everyday lives. Whether it’s in classrooms,
workplaces, sports, or performances like music recitals, people tend to believe that having high self-esteem is
essential for success. As a result, boosting self-esteem and preventing low self-esteem have become common
goals in society, often leading to programmes and interventions aimed at helping people feel better about
themselves.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
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Self-esteem plays an important role in student’s academic lives-it influences how motivated they are, how well
they perform, and how well they feel overall. When students have healthy self-esteem, they’re more likely to
approach learning with confidence, curiosity, and a mindset that embraces growth. This positive outlook helps
them enjoy the learning process and engage more deeply with their studies. Students who believe in themselves
and their abilities are more likely to set challenging goals, take risks, and keep going even when things get tough.
Self-esteem not only fuels motivation but also supports emotional well-being and mental health-both of which
are essential in coping with the everyday stress of academic life, such as exams, deadlines, and balancing various
responsibilities.
Moreover, self-esteem affects how students connect with others-be it classmates, teachers, or mentors. When
they feel good about themselves, they tend to build stronger, more positive relationships within the academic
community. Overall, nurturing strong self-esteem helps students become more resilient, confident, and open to
learning, which ultimately leads to better academic results and a more fulfilling educational experience.
RATIONALE OF THE STUDY
Self-esteem is a vital psychological trait that influences individual’s academic performance, emotional well-
being, and social interactions. For student-teachers, self-esteem is especially important, as it affects their
confidence, motivation and readiness to take on future teaching roles. In teacher education, developing a strong
sense of self-worth is essential for building professional identity and resilience. However, student-teachers often
face challenges such as academic pressure, performance anxiety, and the demands of practical teaching, which
may impact their self-esteem.
In the context of Imphal East district, Manipur, there is limited research examining the self-esteem levels of
student-teachers. Understanding their psychological state can provide valuable insights into their preparedness
to enter the teaching profession.
OBJECTIVES OF THE STUDY
1. To identify the self-esteem level amongst student-teachers of Imphal East District.
2. To identify the male self-esteem level amongst student-teachers of Imphal East District.
3. To identify the female self-esteem level amongst student-teachers of Imphal East District.
4. To find out whether there is any significant difference in the self-esteem of student-teachers of Imphal
East District with respect to their gender.
5. To identify the self-esteem level amongst student-teachers of urban areas of Imphal East District.
6. To identify the self-esteem level amongst student-teachers of rural areas of Imphal East District.
7. To find out whether there is any significant difference in the self-esteem of student-teachers of Imphal
East District with respect to their locality of the student-teachers.
HYPOTHESES OF THE STUDY
1. There exists a low level of self-esteem amongst student-teachers of Imphal East District.
2. There exists a low level of self-esteem amongst male student-teachers of Imphal East District.
3. There exists a low level of self-esteem amongst female student-teachers of Imphal East District.
4. There is no significant difference in the self-esteem of student-teachers of Imphal East District with
respect to their gender.
5. There exists a low level of self-esteem amongst urban student-teachers of Imphal East District.
6. There exists a low level of self-esteem amongst rural student-teachers of Imphal East District.
7. There is no significant difference in the self-esteem of student-teachers of Imphal East District with
respect to their locality of the student-teachers.
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RESEARCH METHOD
As per the requirement of the study and to fulfill the objectives of the study, Descriptive Survey Method was
adopted.
Population Of the Study
Table 1: List of recognized B.Ed. institutions of Imphal East District under Manipur University
Sl. No.
Name of Imphal East B.Ed. Training Colleges
Total no. of the B.Ed. trainees
enrolled (2
nd
semester)
1.
R.K Sanatombi Devi College of Education, Asha-Jina Complex
200
2.
Trinity College, Koirengei, Mantripukhri
100
3.
The Ideal Teachers Training Academy, Khabeisoi
100
4.
Kanan Devi Memorial College of Education, Pangei
100
Total
500
Sample And Sampling Technique
Table 2: Sample distribution of each independent variable
Imphal East
Male
105
225
Female
120
In the present study Convenience Sampling method was followed to draw the sample from all the target
population.
Tools Used
To collect the requisite data, standardized self-esteem scale (2015) by Dr. Santosh Dhar and Dr. Upinder Dhar
consisting of 23 closed ended items which were marked by five points scale as Strongly Disagree, Disagree,
Neutral, Agree, Strongly Agree is used. The parameters of the scale were Positivity, Openness, Competence,
Humility, Self-worth and Learning Orientation.
Description Of the Tool Used
Table 3: Scoring key
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
1
2
3
4
5
After calculating the scores of each person, the self-esteem of a person can be identified. If a person scores 80
and below, it indicates low self-esteem, 81-97 indicates normal self-esteem and 98 and above indicates high self-
esteem.
ANALYSIS AND INTERPRETATION OF DATA
Hypothesis 1:
There exists a low level of self-esteem amongst student-teachers of Imphal East District.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Table 4: Distribution of the level of self-esteem amongst student-teachers of Imphal East District
Level of self-esteem
No. of respondents
Percentage
High
67
29.78
Normal
131
58.22
Low
27
12
Total
225
From table 4, only 12% student-teachers have low self-esteem, while 58.22% have normal and 29.78% have
high self-esteem levels. Hence, the hypothesis 1 is rejected as the data does not indicate a predominantly low
level of self-esteem among student-teachers of Imphal East District.
Hypothesis 2:
There exists a low level of self-esteem amongst male student-teachers of Imphal East District.
Table 5: Distribution of the level of self-esteem amongst male student-teachers of Imphal East District
Level of self-esteem
No. of respondents
Percentage
High
26
24.7
Normal
62
59.1
Low
17
16.2
Total
105
From table 5, only 16.2% male student-teachers exhibit low self-esteem, while 59.1% have normal and 24.7%
have high self-esteem. Hence, hypothesis 2 is rejected as the findings do not support the existence of a
predominantly low level of self-esteem among male student-teachers of Imphal East District.
Hypothesis 3:
There exists a low level of self-esteem amongst female student-teachers of Imphal East District.
Table 6: Distribution of the level of self-esteem amongst female student-teachers of Imphal East District
Level of self-esteem
No. of respondents
Percentage
High
41
34.2
Normal
69
57.5
Low
10
8.3
Total
120
From table 6, only 8.3% of female student-teachers exhibit low self-esteem, while 57.5% have normal and 34.2%
have high self-esteem. Therefore, the hypothesis 3 is rejected as the results do not indicate predominantly low
level of self-esteem among female student teachers of Imphal East District.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Hypothesis 4:
There is no significant difference in the self-esteem of student-teachers of Imphal East District with respect to
their gender.
Table 7: Comparison of mean self-esteem of student-teachers of Imphal East District with respect to their gender
Variable
Gender
N
Mean
SD
‘t’ value
Level of significance at 0.05 level
Self-esteem
Male
105
2.086
0.634
2.085
Significant
Female
120
2.258
0.598
Figure 1: Diagram showing the Mean and Standard deviation scores of Self-esteem based on the gender of the
student-teachers
Table 7, shows the computed ‘t’ value (2.085) is statistically significant at 0.05 level of significance. Hence,
Hypothesis 4 is rejected, leading to the conclusion that a significant difference exists in the self-esteem of male
and female student-teachers.
Hypothesis 5:
There exists a low level of self-esteem amongst urban student-teachers of Imphal East District.
Table 8: Distribution of the level of self-esteem amongst urban student-teachers of Imphal East District
Level of self-esteem
No. of respondents
Percentage
High
41
31.6
Normal
80
61.5
Low
9
6.9
Total
130
From table 8, only 6.9% of urban student-teachers exhibit low self-esteem, whereas 61.5% have normal and
31.6% have high self-esteem. Thus, the hypothesis 5 is rejected, as the data do not support the existence of a
2.086
0.634
2.258
0.598
0
0.5
1
1.5
2
2.5
Mean SD
Male Female
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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predominantly low self-esteem among urban student-teachers of Imphal East District.
Hypothesis 6:
There exists a low level of self-esteem amongst rural student-teachers of Imphal East District.
Table 9: Distribution of the level of self-esteem amongst rural student-teachers of Imphal East District
Level of self-esteem
No. of respondents
Percentage
High
26
27.4
Normal
51
53.7
Low
18
18.9
Total
95
From table 9, only 18.9% of rural student-teachers exhibit low self-esteem, while 53.7% have normal and 27.4%
have high self-esteem. Hence, hypothesis 6 is rejected, as the findings do not indicate a predominantly low level
of self-esteem among rural student-teachers of Imphal East District.
Hypothesis 7:
There is no significant difference in the self-esteem of student-teachers of Imphal East District with respect to
their locality of the student-teachers.
Table 10: Comparison of mean self-esteem of student-teachers of Imphal East District with respect to their
locality of the student-teachers
Variable
Locality
N
Mean
SD
‘t’ value
Level of significance at 0.05 level
Self-esteem
Urban
130
2.246
0.497
2.038
Significant
Rural
95
2.084
0.648
Figure 2: Diagram showing the Mean and Standard deviation scores of Self-esteem based on the locality of the
student-teachers
From table 10, reveals that the computed ‘t’ value (2.038) is statistically significant. As a result, Hypothesis 7 is
rejected, confirming that there is a notable difference in the self-esteem of rural and urban student-teachers.
2.246
0.497
2.084
0.648
0
0.5
1
1.5
2
2.5
Mean SD
Urban Rural
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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FINDINGS OF THE STUDY
1. There exists a normal level of self-esteem amongst the student-teachers of Imphal East District.
2. There exists a normal level of self-esteem amongst male student-teachers of Imphal East District.
3. There exists a normal level of self-esteem amongst female student-teachers of Imphal East District.
4. There is a significant difference in the self-esteem level of student-teachers of Imphal East District with
respect to their gender.
5. There exists a normal level of self-esteem amongst the urban student-teachers of Imphal East District.
6. There exists a normal level of self-esteem amongst the rural student-teachers of Imphal East District.
7. There is a significant difference in the self-esteem level of student-teachers of Imphal East District with
respect to their locality of the student-teachers.
CONCLUSION
The present study on the self-esteem of student-teachers in Imphal East District, Manipur revealed that the
majority of student-teachers possess a normal level of self-esteem with respect to both gender and locality.
However, the findings also indicate a significant difference in the self-esteem levels of student-teachers across
gender and locality. This suggests that while most student-teachers maintain a balanced self-image, contextual
and demographic factors continue to play an influential role in shaping their self-esteem.
In light of these findings, teacher education institutions have crucial role to play in fostering an environment that
enhances in self-esteem of student-teachers. Institutions can initiate counselling and mentorship programmes to
provide emotional and academic support, especially to those who may experience lower self-esteem due to
gender-based expectations or locality-related disadvantages. Workshops on self-awareness, confidence building,
and stress management may further help student-teachers in developing a positive self-concept. Creating peer
support groups and collaborative learning communities can encourage inclusivity, reduce feelings of isolation,
and build resilience among student-teachers. Additionally, integrating life-skills training, leadership
opportunities, and co-curricular activities with teacher education curricula can provide platforms for student-
teachers to discover and strengthen their competencies.
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