Influence of Teacher–Student Interaction on Students’ Self-Esteem at the Elementary School Level

Abstract

This study examined the role of teacher–student interaction on students’ self-esteem at the elementary level. Using an action research design, the study was conducted with 40 eighth-grade students from a public school in Rawalpindi, Pakistan. A quantitative approach was employed, utilizing the Rosenberg Self-Esteem Scale and an observational checklist to assess classroom interaction techniques. Data was collected before and after a two-week intervention involving enhanced teacher–student interaction strategies such as praise, questioning, and student engagement. Findings revealed a significant improvement in students’ self-esteem following the intervention. The results highlight the critical role of positive teacher–student interaction in fostering students’ confidence, participation, and emotional well-being. The study recommends professional development programs for teachers to strengthen interactive classroom practices.