Abstract
M.Ed.
This investigation is part of a group project that was conducted by a research team of
the Department of Educational Sciences of the Rand Afrikaans University. The focus of
this study is the self-concept development of pupils and the responsibility of teachers in
this regard. Aspects of self-concept development are addressed as factors contributing
towards the pupils gaining a positive self-concept. Teachers should be aware of the
subtle, yet powerful, influence that a positive or a negative self-concept could have on a
pupil's development and how this affects the pupil's intellectual, social and personal
development. It is the view of the researcher that teachers need to make every effort to
assist pupils in developing a positive and healthy self-concept.
The methodology used in this study is two-fold: Firstly, it involves literature study on
self-concept development. The researcher used this information to support the field of
investigation and to make findings based on factual information. Secondly, it involves
information derived from questionnaires completed by a number :of teachers in different
schools. From the information obtained from the completed questionnaires the
researcher was able to ascertain teachers' opinions of their efforts concerning the
development of pupils' self-concept.
The results of the empirical research indicate that teachers, by making a high input on
the various aspects of the development of the pupils' self-concept, consider this as an
important responsibility.
The following specific findings were made:
* The input made by teachers with regard to encouraging pupils
to believe in their own abilities was given the highest rating, while their input
concerning planning to meet individual needs of learners was on the lower average.
There was a significant difference between the ratio male : input and the ratio
female : input regarding the encouragment of pupils to believe in their own abilities.
Teachers with more than eleven years of teaching experience provide more input in
planning to meet the individual needs of the learners.
Teachers whose mother tongue is neither English or Afrikaans provide more input in
giving positive feedback to pupils.
It was noted that teachers' qualifications also play a role in their input concerning
positive feedback to pupils.
There is a significant relationship between subjects taught and the proportion
of input with regard to the various aspects of self-concept development.
The study also revealed that teachers are of the opinion that the development of pupils'
self-concept is an important aspect of their responsibilities. This is supported by the high
proportion of teachers' input in this regard.