1

THE SELF-ESTEEM OF THE PUPILS, TEACHERS’

ATTITUDE, AND ACADEMIC PERFORMANCE
OF GRADE 4 IN THE NEW
NORMAL MODALITY

An Undergraduate Thesis
Presented to the Faculty of the
College of Education
Pamantasan ng Lungsod ng Pasig

In Partial Fulfillment
of the Requirements for the Degree
Bachelor in Elementary Education
Major in General Education

By

Kristine S. Aglinao
Arianne Jean Flores
Jesica B. Gato
Romy Jane V. Grutas
Kay M. Ortillano

MAY 2022

TABLE OF CONTENTS
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the

study, theoretical framework, conceptual framework, statement of

the problem, hypothesis, significance of the study, scope, and

limitation, and definition of terms.

Introduction

"No Filipino learner will be left behind amidst the crisis."

(Briones, 2020) Learning should proceed, whether in a face-to-

face or virtual setting, even without personally going to school.

Sec. Briones also stated that the DepEd assured teachers,

parents, students, and the general public that the safety and

well-being of students was the primary priority in any decision

to continue education. Online classes have replaced face-to-face

classes as an outcome of a new normal modality of learning. On

the other hand, children have the right to education even in

times of crisis, such as the COVID-19 pandemic.

Today's self-esteem and teacher’s attitude are two of the

most important variables that impact a pupil's academic

performance, and they have gained a lot of attention. Pupils face

many issues in the new normal modality, and they sometimes regard
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online instruction as boring and uncomfortable compared to

traditional classes. Personal attention is one of the issues that

pupils confront, and it is essential because pupils want to

engage with others to discuss a problem or a topic. There's also

a practice issue because some content focuses on theory and

lectures rather than application. It emphasizes that one

fundamental problem pupils face as a learning vulnerability is a

lack of self-esteem, which can impact pupil’s performance. In

general, high self-esteem encourages people to see themselves as

productive and capable individuals who can make changes by

working hard and establishing ambitious ambitions that lead to

learning a new skill. Those with high academic performance are

more confident, whereas those who lack confidence in themselves

would be less competent. The teacher encounters difficulties

under the new normal modality. The problems comprise teaching the

learners where it is difficult for teachers to reach out to all

the learners at home, even the teachers are using various forms

of communication. It is consequently quite challenging for them

to develop and expand the students' skills because the students

stay at home while learning the lessons. Teachers cannot teach

the lesson the way they used to teach, and most parents choose

written modules as a good and effective way of learning.

Teachers' role is typically limited to planning modules,

disseminating and retrieving modules, responding to pupils’

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questions, and giving feedback. The teacher's attitude toward the

new normal modality will be responsible for scheduling,

delivering content, creating a compelling atmosphere for student

involvement, monitoring, addressing queries, and evaluating. The

attitude of a teacher toward teaching will undoubtedly influence

the performance of the pupils. Effective teachers gladly express

emotions and feelings and thus a genuine interest and concern for

their pupils when it comes to attitude.

With these issues, the researchers aimed to know the

relationship between pupils’ self-esteem, teachers’ attitude, and

academic performance in Grade 4 from the school respondents. This

study may contribute to the field of education mainly to pupils

and teachers. It will educate pupils on the influence of low and

high self-esteem on their academic performance. High self-esteem

encourages pupils to see themselves as active and capable

individuals who can create change through effort and set higher

goals that lead to learning new skills. Teachers will become more

mindful of their attitudes and the self-esteem and academic

performance of their students. It helps them determine what they

need to improve as teachers and where they need to go. A

teacher's good attitude impacts the achievement of pupils,

attitude toward school and schoolwork, self-confidence, and, as a

result, personality development.

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Background of the Study

With the advent of online learning, in which learning and

teaching are done on digital platforms, which is one of the

physical distancing, the spring of the pandemic breakout has

transformed education considerably. With the sudden shift away

from classrooms in most parts of the world, online learning is a

program specifically designed to be completed entirely online

using platforms such as Zoom, Google Meet, and Microsoft Teams.

(Zhang & Qin, 2018). As a result, in terms of online learning,

student self-esteem is an essential component that plays a

critical influence in an individual's behavior, allowing pupils

to be optimistic and confident about online learning. A strong

feeling of self-esteem enhances one's own well-being and

achievements (Bandura, 1998).

The origins of self-esteem as a concept can be traced back

to well-known psychologists. The earliest were William James and

Mead (1890). They proposed that self-esteem was equal to

students' success divided by their aspirations. The academic

performance represented by how well one believes they should be

doing would be one's self-esteem. To enhance one's overall self-

esteem, one must boost achievements or lower expectations for

accomplishments. Teachers desire to make a positive difference in

the lives of their students. Numerous teacher prospects continue

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to say they also want to be influential teachers who will be

remembered fondly by their former students. Some want to have an

opportunity to be better teachers than the teachers they

experienced. However, many researchers state the hypothesis that

teachers usually teach in how they were taught. Teachers'

attitudes and actions ultimately can make a positive discrepancy

in the lives of their pupils, and this belief will serve as the

main focus of this study.

In relation to the study, the researchers wanted to

determine the relationship of the self-esteem of the pupils,

teacher's attitude, and academic performance of the school-

respondent. The self-esteem and teachers' attitude variables will

determine the correlation of these variables to academic

performance.

Theoretical Framework

The researcher utilized the two theories as the foundation

of the study.

Self-esteem

The researchers employed Maslow's theory of needs, applied

in the Okoko (2012) study "Self-esteem and Academic Performance

of Students in Public Secondary Schools."

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Figure 1. Maslow’s Theory of Needs (Maslow, 1943).

According to Abraham Maslow's (1943) theory of needs, all

human beings have fundamental needs that are systematically

arranged in ascending (order) hierarchy of priority. Maslow's

theory is based on the idea that lower-order prevalent wants must

be met to a certain extent before a person may become

knowledgeable of or influenced by higher-order needs. Self-esteem

was included in Maslow's hierarchy of needs. He distinguished

between two forms of esteem: the need for respect from others and

the need for self-respect, or inner self-esteem. Others' respect

comprises acknowledgment, acceptance, status, and appreciation,

and it was formerly thought to be more delicate and frequently

lost than one's inner self-esteem.

According to Maslow, individuals will be encouraged to seek

self-esteem if their needs are not addressed and will be unable

to grow and reach self-actualization. Meeting self-esteem needs,

according to Maslow, leads to feelings and attitudes of self-

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worth, ability, and a sense of being valuable and necessary.

Frustration with these expectations triggers feelings of

inadequacy, incompetence, weakness, inaction, and dependency.

Learners feel apprehensive about their abilities. Due to a lack

of drive, this situation will almost certainly result in poor

performance.

When prominent figures such as parents, teachers, and peers

reject, belittle, disregard, or depreciate a person, it is likely

to result in low self-esteem. The way students perceive the help

they receive has a more significant impact on their self-esteem

than the actual help. This means that if a person completes a

task and receives good feedback from others, they will gain more

self-esteem. However, when the gap is significant, these

individuals will fail to live up to their own goals or values,

resulting in reduced self-esteem. This theory was substantial in

the study because individuals' self-esteem is strongly influenced

by their social environment, particularly their parents,

teachers, and classmates. As a result, researchers were able to

see how these predictor variables can either diminish or

reinforce self-esteem among elementary pupils.

Teachers Attitude

Martin Fishbein and Icek Ajzen (1975) created the theory of

reasoned action (TRA) due to past research that began with the

theory of attitude and progressed to the study of attitude and

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behavior. The Theory of Reasoned Action (TRA) proposes that their

purpose determines a person's behavior to execute the behavior,

which is a function of their attitude toward the behavior and

subjective norms, according to Fishbein & Ajzen, 1975. According

to TRA, if people have a good attitude toward the suggested

behavior (attitude) and believe others want them to do it

(subjective norm), they will be more likely to do it because they

will have a higher intention (drive). Perceived behavioral

control was included in the TRA as a contributing component. This

idea describes how people believe they can undertake the behavior

because they have enough talents and opportunities or lack them.

In the theory of reasoned action, teachers have the right to

choose the appropriate method for assessing pupils' progress.

They could question colleagues about their best assessment

procedures, read assessment literature, or examine the Curriculum

Guide for assessment ideas. And with all of the information

available, a teacher will eventually decide which method or type

of assessment is the most appropriate for evaluating pupils'

progress so that a teacher will execute the proposed strategy.

This refers to a person's perception that particular conduct or

act positively or negatively impacts their life. When assessing

students' learning, a teacher either believes that a specific

type of assessment is appropriate for the students or does not

believe it is suitable for them. A teacher's attitude will have

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an intention to be more likely to do a particular action in the

contribution to the academic performance of the pupils inside the

class. Students are more likely to pay attention if they witness

their teachers doing so. Students who receive positive

reinforcement have more confidence in themselves and their

talents, and this behavior stands out in their minds, prompting

them to want to repeat it.

This theory is relevant in this study because it helps

determine and specify the teachers' attitude toward the pupils'

academic performance.

Conceptual Framework

Independent Variable Dependent Variable

Self-Esteem of the
Pupils

Academic
Performance

Teachers’ Attitude
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Figure 2: The Conceptual Paradigm of the Study Showing the

Relationship of Self-Esteem of the Pupils and Teachers Attitude
to Academic Performance.

Figure 1 represents the conceptual framework of the study.

It utilized the Independent Variable and Dependent Variable of

the study. This model serves as a guiding framework for the

researchers in conducting the study throughout the research

process.

It utilizes how the essential elements are connected and

describe the intervening variables. At the same time, it may

guide the researcher for the rest of the study. The researchers

aim to determine the relationship of the pupils' self-esteem,

teachers' attitude, and academic performance of Grade 4 in the

new normal modality. The diagram illustrates the interrelated

parts of the study.

The first box signifies the Independent Variable, composed

of the respondent's self-esteem and teachers' attitude. The

second box represents the Dependent Variable, which pertains to

the academic performance of the Grade 4 pupils in the 2nd

quarter.

The Dependent Variable is the result of the Independent

Variable if there is a significant relationship between the

pupil's self-esteem and the teacher's attitude to academic

performance.
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Statement of the Problem

This study aimed to determine the relationship between the

Self-esteem of the Pupils, Teachers’ Attitude, and Academic

Performance of Grade 4 in the New Normal Modality.

Specifically, this study sought to answer the following

questions;

1. What is the level of self-esteem of the Grade 4 pupils

during online class?

2. What is the attitude of Grade 4 teachers during online

class?

3. What is the academic performance of the Grade 4 pupils?

4. Is there a significant relationship between the Self-esteem

of the Pupils, Teachers’ Attitude, and Academic Performance

of Grade 4 in the New Normal Modality of Nagpayong

Elementary School?

Hypothesis

There is no significant relationship between the self-esteem

of the pupils, teachers’ attitude, and academic performance of

Grade 4 in the new normal modality of Nagpayong Elementary

School.
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Significance of the Study

The findings of this study may benefit specific groups, and

the future researchers may be able to gain the following

benefits:

School Administrator. The study may provide adequate

information regarding the pupils' self-esteem,

teachers' attitudes, and academic performance. Thus, this may

help them establish a positive school environment by conducting

seminars and orientations regarding the awareness of pupils'

self-esteem and teachers' attitudes in the virtual setting for

better academic performance.

Teachers. The results of the study may help teachers in

understanding the impact of their attitudes on pupils' self-

esteem and academic performance. Teachers will be more observant

of their attitudes and pupils' self-esteem and academic

performance. It allows them to evaluate what they are and need to

develop to become better educators. Furthermore, this may pave

the way for teachers to examine variables such as self-esteem and

attitude, allowing them to develop strategies that can help their

pupils improve their academic performance.

Parents. This study will raise parents' awareness of their

children's self-esteem and teachers' attitudes toward academic

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performance by emphasizing the importance of providing enough

guidance and assistance to their children, particularly during

the transition to the new normal modality.

Pupils. The results of the study may provide pupils with

some realizations and understanding regarding their level of

self-esteem and the attitude of their teachers that affect their

academic performance. Thus, they will know how to develop or

maintain it by actively participating in the new normal modality

of learning.

Future Researchers. The findings of this study can serve as

a research foundation and a point of reference for future

researchers dealing with similar topics. They can accumulate

suggestions and recommendations provided in this study.

Scope and Limitation

The scope of this study focused on the relationship between

the pupil's self-esteem, teachers' attitude, and academic

performance of Grade 4 in the new normal modality of Nagpayong

Elementary School. Specifically, this study is conducted

throughout 2021-2022. This study will be limited only to the

Grade 4 pupils and teachers of school-respondent. The limitation

of the study is to know the correlation of the self-esteem of the

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pupils, teachers’ attitude, and academic performance in the new

normal modality.

Definition of Terms

The following terminologies were specified for a better

understanding of the study:

Academic Performance. It pertains to the student’s general

weighted average (GWA) for the second quarter S.Y. 2021-2022.

School-respondent. One of the DepEd schools in Pasig City.

New Normal Modality. It is a method of learning in which the

teacher and the pupils are apart physically during an online

class.

Self-esteem. It refers to the confidence of the pupils and

their abilities during the new normal modality. Self-esteem

refers to how you feel about yourself and how much you value

yourself. Self-esteem comes in two types: High self-esteem

entails believing in yourself and knowing that you are a

valuable, hard-working individual. Low self-esteem is defined as

a lack of confidence and a negative attitude toward oneself.

Teachers Attitude. This attitude pertains to the ability to

give all pupils meaningful learning experiences. It showed the

character, competence, and relationship of teachers toward the

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pupils in the new normal modality. Attitude can have a positive

or negative impact on a pupil’s performance. 

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter summarizes and discusses the research

literature and studies that the researcher believes are relevant

to the current research. The researcher synthesized relevant

literature and studies to establish the importance of the present

study.

Concept of Self-Esteem

Thijs and Verkuyten's (2017) study gave a broad overview of

the nature and antecedents of self-esteem more generally and

discussed self-esteem in minority children and adolescents. The

study stated three critical aspects of the educational

environment that might promote positive self-esteem among

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minority students: school ethnic composition, cultural diversity

education, and students' relationship with their teachers.

According to Abrams (2017), when it comes to your self-

worth, only one truly matters - your own. Self-worth should be

carefully evaluated; we tend to be the most intimidating critics.

You can take these to increase your feelings of self-worth: Be

mindful, change the story, avoid falling into the compare-and-

despair rabbit hole, channel your inner role star, exercise, act

towards others with compassion, and understand that you're not

your circumstances.

Self-esteem implies person must be aware of themselves to

extend their knowledge of shaping their personality. To avoid

other people's judgment according to their behavior through which

they will know he will succeed. In other words, self-esteem is a

kind of personal judgment (Kalouti, 2012).

According to Grohol (2011), self-esteem means appreciating

yourself for whom you are, such as faults, defects and all.

People with good and healthy self-esteem can feel good about

themselves for whom they are; they appreciate their worth and

take pride in their abilities and accomplishments. These will

cause a significant change in life. There are ways to enjoy

oneself, like taking a self-esteem inventory, setting realistic

expectations, setting aside perfection and grabbing hold of

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accomplishments and mistakes, exploring yourself, and being

willing to adjust your self-image.

Self-Esteem and Academic Performance

Research showed students' self-esteem; its impacts on their

academic performance, the correlated self-esteem, and the

educational outcome of undergraduate students have been conducted

at the University of Swat. The researchers employed the Rosenberg

Self-esteem Scale (RSES), and the students were also asked about

their academic performance from their previous semesters. A total

sample of 600 respondents was chosen randomly from different

departments at the University of Swat. The results showed a

significant positive correlation between students' GPAs and their

self-esteem scores, and it was concluded that students with

higher self-esteem levels performed better academically.

(Correlating, 2018)

Based on Noronha, Monteiro, and Pinto's (2018) study, self-

esteem and academic performance are interrelated factors. Self-

esteem is the perception and evaluation that can be positive or

negative. It pertains to a person's perception of their own worth

or value, as well as how they esteem, accept, appreciate, prize,

or admire them. This study brings the relatedness between

academic performance and self-esteem. The research's primary

purpose is to know the students' level of self-esteem with low

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academic performance and investigate the relationship between

self-esteem and academic achievement.

In this study made by Chilca Alva (2017), she specified

whether self-esteem and study habits correlate and associate with

academic performance among university students. The study

outcomes show that self-esteem does not significantly impact

academic performance but study habits. Thus students are expected

to enhance academic performance as they refine and distil study

techniques.

Körük (2017) firmly believed there is always an effect of

self-esteem on the learning achievement of an individual or

student. He conducted a study, and it is called "Meta-analysis

Study," where he has 150 studies collected during his literature

review. His reflections on self-esteem have a medium-level

positive effect on student achievement. One of the reasons for

his research is if the students are not active or not confident

in their selves, it is sure that they can get a low grade in

their performance because they are shy to stand and speak in

front of their classmates and teacher. Self-esteem is essential

because it builds who they are and what they can.

Based on the study by Subon, Unin, and Sulaiman (2020)

titled Self-Esteem and Academic Achievement: The Relationship and

Gender Differences of Malaysian University Undergraduates, a

positive correlation between self-esteem and academic achievement

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are often noted in educational psychology literature. Self-esteem

and academic achievement are constantly interrelated. The study

illustrates that gender is believed to impact an individual's

self-esteem, and varied disparities are found in self-esteem

levels between genders.

Duru and Balkis (2017) address the integrated effects of

procrastination, self-esteem, and academic achievement on well-

being in a sample of Turkish college students in their study

"Procrastination, Self-Esteem, Academic Performance, and Well-

Being: A Moderated Mediation Model." sample of Turkish colleges

understudies. The findings support previous research indicating

that procrastination and self-esteem are essential well-being

indicators. The results also revealed that procrastination and

academic performance have direct and interactive effects on self-

esteem, with immediate and intelligent consequences for self-

esteem.

According to Ogot (2017), students' academic performance is

influenced by their self-esteem and existing relationships. The

study found that students' self-esteem significantly impacts

their academic performance. Students that have a high sense of

self-esteem get the highest grades. According to his findings,

pupils' self-esteem is linked to their academic performance.

However, it is crucial to emphasize that these are not sufficient

prerequisites for ensuring student academic achievement. Social

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interactions and self-esteem are both psychological aspects, but

a slew of other non-psychological factors can hinder or aid

academic success.

Self-esteem is one of the most essential psychological

characteristics. This study by Mirzaei-Alavijeh, Rahimi, Matin,

& Jalilian (2018) aimed to investigate the level of self-esteem

and its relationship to academic accomplishment among Kermanshah

University of Medical Sciences students (KUMS). Self-esteem was

found to be substantially linked with GPA in the study. Students

had stronger self-esteem (P 0.017), according to the study.

Furthermore, there was a substantial relationship between self-

esteem and academic achievement (r=0.292). The findings indicate

that arranging psychological treatments to boost self-esteem can

help students attain academic performance.

After various behavioral and educational problems arose,

Arshad (2015) conducted a study to analyze self-esteem and

academic performance among university students. In light of the

existing study's findings, it can be inferred that there is a

strong positive relationship between self-esteem and intellectual

accomplishment among university students. Furthermore,

outstanding academic success is associated with a high level of

self-esteem. According to the study, female students performed

better academically than male pupils, and male students showed

stronger self-esteem than female students.

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Students’ Self-esteem and Teachers’ Attitude towards New Normal

Modality
Based on Khalid (2019), online learning has been

strengthened to support learners' learning processes. In online

learning, the learner's self-esteem is a significant factor

influencing academic performance, which has become a considerable

part of the success of learning and teaching activities. These

involve the student's judgments of their abilities to organize

and execute a course of action required to achieve a specific

type of performance.

The study infers that traditional classroom practice does

not influence students' attitudes and self-esteem toward online

learning. If a negative attitude is shown toward online

education, frequent uninterested online learning sessions can

develop. (Nachimuthu, 2020)

Birbal, Ramdass & Harripaul (2018) indicate that students

are confident about making mistakes in providing instruction

through online platforms. Students' experience and skills in

using technologies are among the factors that can influence and

affect the student teacher's viewpoints and attitudes toward

distance and online learning.

According to Salloum, Alhamad, Al-Emran, Monem, & Shaalan

(2019), the lack of skill is another factor that can result in

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technological barriers, which will direct to weaker intentions

toward online learning students' confidence. Having good skills

in working with digital technologies will pave the way to a

flattering and positive attitude towards online learning.

Mumford & Dikilitas (2020) emphasize that student teachers'

success in online learning entirely relies on their attitudes

towards online learning activities. The attitude toward online

learning recreates an essential role in the processes of online

education among students. Students’ teachers’ attitude and

perception about online learning is their way of thinking,

acting, and behaving. This teacher is developed as an outcome of

the student experience in education.

Teachers’ Attitude in the New Normal Modality

In Saudi Arabia, the COVID-19 pandemic is affecting

education. During this time, public schools in Saudi Arabia began

to fully embrace the possibilities of e-learning for the first

time in 2020-2021, when the Madrasati Platform was introduced.

This study aims to learn how Saudi public-school teachers feel

about e-learning and what benefits and downsides they see. As

part of a quantitative procedure, a Google Form questionnaire was

used 202 public-school English teachers in Saudi Arabia's various

areas were polled for their opinions. According to the data,

teachers had a generally neutral attitude toward e-learning,

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favorable views of its benefits, and unbiased views of its

problems. The researcher suggests that more research be done on

teachers' attitudes in various disciplines and the benefits and

downsides of e-learning in each Saudi Arabian region. The

conclusions of this study will assist both instructors and

educational stakeholders in terms of the e-learning process in

Saudi Arabia's future development. (Alasmari, 2022)

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Marpa (2021) examined teachers' attitudes toward using

technology in mathematics teaching during the COVID-19 pandemic.

The researcher employed the descriptive methodology utilizing the

adopted Mathematics and Technology Attitude Scale distributed to

the randomly selected participants to address this problem. The

study results reveal that the mathematics teachers' attitudes

toward using technology in terms of behavioral engagement and

confidence with technology are positive while strongly positive

in terms of effective engagement. The findings also show that

male and female teachers have different attitudes toward using

technology in mathematics education. Moreover, it can be

concluded that technology in mathematics teaching applies to

mathematics teachers because they develop positive attitudes

toward it. The study recommends that the Department of Education

implement programs to improve mathematics teachers' competencies

and attitudes toward using technology in the new learning mode.

Again, it is suggested that mathematics teachers cultivate and

strengthen a positive attitude toward learning and teaching with

technology.
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Research indicated that teacher efficacy; attitudes toward

change, and perceptions of administrative support were correlated

with teacher stability and burnout at the beginning of the

pandemic. Over the first three months of the pandemic, teachers

exemplified rising exhaustion and cynicism, expanded classroom

management efficacy, and an increased sense of accomplishment.

The cognitive and emotional attitudes of teachers toward change

weakened. (Sokal, Eblie, & Babb, 2020)

According to Ahlawat (2014), the worldwide lockdown imposed

by the COVID pandemic has raised the value of online education

tremendously. In a few months, all education sectors were forced

to transition to a virtual classroom form, and they found

themselves in a so-called "new normal" marked by physical and

social distance, excessive learning and teaching burdens, and the

requirement to teach from home. This offered a significant

challenge for school teachers, who had to adjust to immediately

and sustain the pressure of overnight transformation. This study

aimed to find out how people felt about Secondary school

instructors can learn online using technology. A total of 160

secondary school teachers from Haryana's Sonipat and Rohtak

districts have been included in the study. The respondent was

chosen using stratified random sampling. The data was gathered

using an attitude Likert scale. Quantitative data analysis has

been used, which includes the use of t-tests and simple

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percentage approaches. According to the report, teachers in

Haryana also have a negative attitude toward e-learning. This

study found no gender differences in school instructors'

attitudes regarding online teaching. It also showed that

attitudes toward online teaching change significantly depending

on the type of school and teaching experience.

Teachers Attitude and Academic Performance

Shittu and Oanite (2015) have found that teachers' attitudes

significantly impact students' enthusiasm for learning. Teachers'

professional attitudes in communication, classroom management,

and teaching could substantially affect students' academic

success in schools. Favorable professional attitudes of

instructors toward their teaching jobs will go a long way toward

ensuring positive student achievement. Still, bad attitudes

displayed by teachers in the discharge of their obligations may

detract from students' academic performance.

According to Fehintola (2014), a professional teacher must

display outstanding attitudes in his teaching in a normal

classroom context. It demonstrates that teachers must adopt an

attitude that will aid in the positive transformation of students

in the three domains of learning, namely cognitive, emotional,

and psychomotor. A professional teacher must exhibit positive

intelligence, neatness, and other desirable qualities.

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According to Ekperi, Onwuka, & Nyejirime (2019), the

teacher's attitude influences the classroom atmosphere, which the

teacher often sets. As a primary driver of a person's behavior,

the attitude impacts how a teacher interacts with pupils and,

hence, students' academic performance. The study looked at the

attitude of teachers as a factor in students' academic

achievement in geography. Teachers' attitudes were favorably and

significantly connected with students' academic performance. The

teachers' attitudes are influenced by the absence of job

satisfaction, poor income and delayed salary, students' learning

interest, and the unavailability of teaching

materials/instructional assistance.

One of the teacher attitudes' is that they need to show

leadership accountabilities effectively toward students. It could

be accomplished if their knowledge is imparted by positively

motivated teachers who will, in turn, motivate the students. A

compelling and adequate teaching-learning process is vital for

providing and furnishing quality education. Teachers' attitude is

one of the primary justifications for students' poor academic

performance. Teachers' attitudes toward students' academic

performance include behavior and understanding of basic concepts,

skills, methodology, and language in teaching through pre-

observation and post-observation research design (Azmat, 2019).

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According to Baidoo-Anu (2018), the main objective of this

study was to see how students' and teachers' attitudes affected

their academic achievement in Ghana's Asikuma-Odoben-Brakwa

District. The main conclusions were made: teacher attitudes that

contributed to the students' low academic achievement in Asikuma

Circuit Junior High Schools include teachers' frequent absences

from school and teachers' tardiness to school.

This study titled the "Teacher-Student Relationship and

Attitude as Correlates of Students' Academic Achievement in

Agricultural Science in Senior Secondary Schools." According to

the findings, teacher-student relationships and attitudes

positively link students' academic progress. As a result, it was

deduced that the teacher-student connection and attitude

contribute to students' academic progress in agricultural science

to a moderate extent (Enoch & Asogwa, 2021).

The findings show that the teacher's teaching method

significantly impacts academic performance. The value of the

teacher's attitude in the classroom is also highly effective. The

importance of the teachers delivering lessons in understandable

language has a significant impact on students' mathematics

achievement. The value of the teacher's motivation in mathematics

learning has a powerful high result. The importance of providing

educational materials cannot be overstated. Teachers who take

engaging classes, have a pleasant attitude, use precise language,

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excite students, and give instructional materials all contribute

to their academic success, according to the study of Ullah,

Badshah, & Qamar (2018).

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The study conducted by Kurgat and Gordon (2014) on the

effects of teacher characteristics and attitudes on student

achievement in the KCSE economics examination adopted field-based

survey. A total of 187 students, 32 teachers, and four district

inspectors took part. A questionnaire was used to obtain data

from the respondent. The data collected was examined using an

Excel software program. Teachers have a positive attitude about

the subject, according to the findings of the study. Thus, poor

performance could be attributed to factors other than teacher

attitudes.

Akinfe, Olofimiyi, and Fashiky (2012) examined teacher

characteristics to predict students' academic performance in Osun

State. Purposive sampling was performed, and information was

gathered using a questionnaire titled "teachers' characteristics

and students' academic performance (TCSAP)." Data were analyzed

using percentages, Pearson Product Moment Correlation, and

Chisquare were used to test the study's hypotheses. The findings

show that students' academic performance correlates positively

and significantly depending on teachers' attitudes to teaching

and learning in the classroom, knowledge of the subject matter,

and teaching skills.

Based on the study of Adang, Istifanus, and Makson (2021)

investigated the impact of economics teachers' attitudes on

students' attitudes and academic performance in the Bauchi

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Educational zone. The illustration of sample size was conducted

by Kreycie and Morgan's (1970) table of sampling, and the sample

was drawn utilizing a stratified sampling procedure. The findings

revealed a positive relationship between teacher attitudes and

students' attitudes toward learning Economics. The result showed

that students' attitudes toward economics learning significantly

impact their academic performance. Among the many suggestions and

recommendations made, teachers were advised to establish

outstanding rapport with students and create an appealing and

enjoyable environment to ensure students are dynamically involved

in classroom activities to arouse their attitudes toward

Economics.

The focus of student-centered educational topics is

typically on the impact of teachers' attitudes on student

achievement, with little regard for students' long-term

development. A teacher gives his students a psychologically

healthy personality and a fresh, clear world perspective by

leaving memorable imprints on them through his teaching methods

and, more importantly, his attitudes and behaviours. This is a

preliminary investigation of how teachers' attitudes influence

students' personalities and academic achievement. This research

will contribute to a broader knowledge of education and the

dynamics of teacher-student relationships outside the confines of

classrooms and courses. The study's most significant findings

 34

revealed that teachers' positive attitudes positively impact

students' personalities and life outcomes. (Mucella, Melis & Ahu,

2011)

Concept of Academic Performance

Guzmán (2012) recognizes that the study of academic

performance, as it relates to higher education success, has

become a consistent concern for many scholars throughout the

years. In his research, he plans to look at the impact of the

student's profile characteristics, classificatory variables, and

initial and final performance on the student's performance

outcome. To achieve this, it is required to propose and

empirically validate several models to explain and forecast the

academic performance of university students in various fields and

identify the elements that positively influence it.

According to Ballotpedia (2014), academic performance is the

measurement of students' performance across a variety of academic

disciplines. Teachers and education administrators frequently

utilize classroom performance and standardized test results to

assess student achievement.

According to Narad and Abdullah (2016), academic performance

is the learning acquired that is measured by a teacher's marks or

educational goals set by teachers and students to be achieved

over a specified period. They went on to say that continuous

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assessments or examination outcomes measure these objectives.

Similarly, on the study of Yusuf, Onifade, and Bello (2016),

academic performance is a quantitative and observable behavior of

a student over time. It consists of a student's scores in

assessments such as class exercises, class tests, mid-semester,

mock examinations, and end-of-semester exams.

Synthesis

The studies and literature reviewed suggest that pupils'

self-esteem and teachers' attitudes positively influence academic

performance. However, several researchers have found that self-

esteem and teachers' attitudes are both factors to consider. In

addition, while some studies are comparable to the researchers',

they have different variables.

In connection with the researchers' study, Körük (2017)

believed in the impact of self-esteem on an individual's or

student's learning achievement. Self-esteem is important because

it shapes who they are and what they can accomplish. According to

a study conducted by Uzair-ul-Hassan, Shahid Farooq et al.

(2017), instructors' politeness substantially impacts students'

academic performance and self-esteem, implying that teachers'

politeness is a good predictor of students' academic performance

and self-esteem. Furthermore, Correlating (2018) and Ogot (2017)

found a substantial positive connection between students' self-

 36

esteem and academic performance, concluding that students with

greater self-esteem performed better academically. Self-esteem

and academic performance are always directly correlated,

according to Subon, Unin et al. (2020); Mirzaei-Alavijeh, Rahimi

et al. (2018). Procrastination and academic achievement have

direct and interactive effects on self-esteem, according to Duru

and Balkis (2017), with immediate and significant implications

for self-esteem. This study was in contrast to the study of

Chilca Alva (2017) found that self-esteem has little impact on

academic performance but substantially affects study habits. As a

result, students should anticipate improving their academic

performance as they refine and distill their study techniques.

 37

Marpa's (2021) study reveals that the mathematics teachers'

attitudes toward using technology in terms of behavioral

engagement and confidence with technology are positive in

effective engagement. In contrast with Ahlawat (2014), teachers

in Haryana also have a negative attitude toward e-learning. It

also showed that attitudes toward online teaching change

significantly depending on the type of school and teaching

experience.
 38

Enoch & Vincent (2021) demonstrated that teacher-student

connections and attitudes are favorably linked to students'

academic progress in connection with the researcher's study. It

was comprehended that the teacher-student connection and attitude

contribute to students' academic progress in agriculture. A

teacher's teaching method significantly impacts academic

performance and it's highly effective. Teachers who take engaging

classes, have a pleasant attitude, use precise language, excite

students, and give instructional materials contribute to their

academic success. (Ullah, Badshah, & Qamar, 2018) Based on Adang,

Istifanus, and Makson's (2021) study, there's a positive

relationship between teacher attitudes and students' attitudes

toward learning Economics. Akinfe, Olofimiyi, and Fashiky (2012)

implied that students' academic performance correlates positively

and significantly depending on teachers' attitudes to teaching

and learning in the classroom, knowledge of the subject matter,

and teaching skills. Mucella, Melis & Ahu (2011) stated that

teachers' attitudes influence students' personalities and

academic achievement and that teachers' positive attitudes

positively impact students' characters and life outcomes.