What teachers think: A correlational study of the social-emotional-moral perspectives of elementary teachers

This study examines logical relationships as teachers become involved in the social, moral and emotional teaching process. With the exception of modest literature in the area of self-esteem and perceptions, there is very little research that connects teacher self-esteem to the affective domain. Although empirical support shows that awareness of self-esteem does play a role in the way that teachers perceive the social, emotional and moral development of students, actual statistical data are nonexistent. The importance of the elementary teacher's positive self-esteem is a major ingredient to support student achievement and affective developmental growth of all children.