Effects of Teacher Competency on Teachers’ and Students’ Self-Esteem and Academic Performance: Evidence from Public Primary Schools in Karachi

Abstract

This research explores how teacher competency influences students’ academic performance and self-esteem while also examining how a teacher’s self-esteem affects their teaching abilities. The goal was to identify how various factors like teacher confidence, teaching methods, school support, and professional development contribute to better learning outcomes for students. This study is not just about identifying gaps but about understanding the broader dynamics that shape effective teaching and learning. The intent of this research was to shed light on what truly makes a difference in the classroom. It seeks to answer key questions: How can teachers improve their skills? The research is grounded in literature that highlights the vital role of teacher competency in shaping a positive learning environment. Previous studies emphasize that a teacher’s ability to connect with students, explain concepts clearly, and provide constructive feedback plays a significant role in their success. Literature also suggests that when teachers feel supported and have access to training, their confidence grows, leading to better outcomes for students. However, challenges such as resource constraints, lack of professional growth opportunities, and inconsistent support from school administration remain barriers that need attention. The findings of this study are based on surveys and interviews with teachers, students, parents, and school administrators. They reveal a strong connection between teacher competency and student progress. Competent teachers not only improve academic performance but also boost students’ confidence and engagement in the classroom. Teachers shared that professional development programs, regular feedback, and school support are essential for their growth. Parents and students highlighted how approachable, well-prepared teachers make learning easier and more enjoyable. Meanwhile, school administrators pointed to the importance of collaboration, teacher evaluations, and a positive school culture in maintaining teaching standards.