A detailed look at public school in-service EFL teachers’ self-esteem

• Ano de defesa: 2020
• Autor(a) principal: Carvalho, Aline Moraes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Universidade Federal de Viçosa
• Palavras-chave em Português: Autoestima; Professores de inglês; Escolas públicas - Brasil; Lingüística, Letras e Artes
• Link de acesso: https://locus.ufv.br//handle/123456789/28337

Several studies in language teacher education within Applied Linguistics have pointed out a significant number of English teachers with low self-esteem, although it was not the main focus of these studies (BARCELOS, 2016; 2011; BARCELOS & COELHO, 2010; ZOLNIER, 2011; ZOLNIER & MICCOLI, 2009). According to Reilly (2012), self-esteem is necessary in teacher education since a healthy self-esteem can help teachers evaluate themselves more realistically and be more open to changes and development, besides being more prone to happiness, to work more effectively, and to encouraging students’ self-esteem. Yet, although some studies have been conducted in the Brazilian context (DOHMS, 2011; SILVEIRA, 2010; FABRET, 2007; LAGO, 2007), very few have focused on English teachers’ self-esteem. This study aimed at investigating the self-esteem of three in-service English teachers working at a Brazilian public school. The literature review was based on studies on self-esteem in social psychology such as Peñaherrera León et al. (2014), Mruk (2013), Branden (1996a; 1996b). Data were collected through the Teacher Self-esteem Test (ARZOLA & COLLARTE, 1992), visual and written narratives, and interviews. The results have suggested that each participant’s self-esteem is different and the factors that seem to influence most on their self-esteem, either positively or negatively, are: a) their perceived level of proficiency; b) their beliefs; c) the feelings of being accepted, valued and respected by the school community through demonstrations of support, approval, trust, and affection; d) results achieved; and e) feedback from significant others. This study brings implications for teacher education and continuing education since by understanding how EFL teachers’ self- esteem works and by identifying its main influences and consequences, we can help teachers to develop and maintain balanced levels of self-esteem, thus helping their practice and the school community. Keywords: Self-esteem. EFL teachers. Brazilian public school.