Analysis of self-concept and its correlates among elementary pupils in seven diocesan schools in North Celebes Indonesia, 1988-1989

• Main Author: Mangundap, Agus
• Format: text
• Language: English
• Published: Animo Repository 1989
• Subjects: Self-perception in children; Classroom management
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1222
• Institution: De La Salle University

This determines the levels of self-concept of the pupils of the seven Diocesan elementary schools in Manado, North Celebes, Indonesia, during the school year 1988-1989 and to determine its relationship with selected pupil-and teacher-related variables. Specifically, this study attempted to answer the following questions: 1. What is the level of self-concept, academic achievement and school social status of the pupils of the seven respondent schools? 2. Which of the inductive and the sensitizing styles of classroom management are predominantly employed by the teachers of the respondent schools. 3. Is there a significant relationship between the levels of self-concept of the pupil respondents and their: 3.1 teacher's styles of classroom management? 3.2 academic achievement? 3.3 social status at school? 4. Which of the given independent variables are the best predictors of the levels of self-concept of the pupils? The Piers-Harris test was administered to all the grade six-pupils (n = 208) of the 7 diocesan elementary schools in Manado, North Celebes, Indonesia to determine their levels of self-concept. After administering the test to the pupil respondents, the researcher interviewed their teachers using a structured interview guide to determine their classroom management style. The principals were also interviewed by the researcher to validate the results of the interviews with the teachers. Classroom observations were likewise done by the researcher to further validate his findings concerning the teachers' styles of classroom management. This was done by standing outside the selected classes for about twenty minutes, listening to the pupil-teacher interactions. The researcher then went inside the classes and focused his observation on the teachers' reactions to pupils' misbehaviors. Teacher who used shouting, embarrasing, humiliating and threatening were classified under the sensitizing-style oriented teachers, otherwise they were categorized as using the inductive-style. Since the principals responses concerning the teachers' management styles were quite ambivalent, the teachers' style of classroom management were solely based on the teacher's responses to the structured interviews and on the researchers' classroom observations. To obtain the profile of the pupils, frequency counts, means, and percentages were used. To determine the correlates and the predictors of the levels of self-concept, taken singly and in combination, simple and multiple correlation and regression analyses were used. The levels of self-concept of the pupil respondents generally fell under the percentile ranking of 38, which equaled or exceeded 38 percent of the normative group. The pupils' mean level of academic achievement was above average. In terms of social status, the results showed that on the average, a pupil had from 3 to 4 close friends. Lastly, the sensitizing style was predominantly employed by the teacher-respondents. The other findings of the study revealed significant relationships between the levels of pupils' self-concept and their teachers' classroom management styles (r = .231, p = .01) and their school social status (r = .221, p = .01). However, the pupils levels of self-concept had no significant correlation with their academic achievement (r = .132, p = .05).