Self-esteem And Professional Development For Teachers
(by Joy V. Mangalindan  1/15/2020)

How does self-esteem affect one’s professional life?

Now-a-days, it is an aspect in the life of the millennials that now creates ambiguity if not insecurity in their personal quest for success.

Self-esteem is a portion of self-concept that corresponds to an overall view of how worthy oneself is (Baumeister, 1998). As classically defined by Coopersmith (1967), self=esteem is a personal judgement of the worthiness that is expressed in the attitudes the individual holds towards himself. In teacher’s viewpoint, self-esteem encompasses the way on how a teacher sees his worth in the profession. Having high self-esteem apparently provides benefits to those who possess it (Heatherton & Wyland, 2003). With higher self-esteem, a teacher may feel good about himself. He may be able to effectively cope with challenges and negative feedback.

This is true to today’s trend of teaching as a profession. From entry point to actual teaching as a job, self-esteem plays a significant role in the life of most teachers. That when one fails to pass the screening as the starting point due to lack of training, seminar and other related requirements, it is definitely degrading in their part as if they are not completely qualified. But to those who have the trainings and seminars, they have the advantage. Usually they are the ones winning the teaching items. That when hired, it is as if they are more than qualified to the item positions given to them. This way, their self-esteem is boosted and that they become motivated to start learning the different ingredients of teaching as a profession.

Teachers could meet higher level self-esteem, meaning they could see themselves fulfilling and attaining their career goals, presumably by giving them greater chance to mature on how to deal with challenges coming on their way. An integral way of equipping them is through the continuing professional development trainings. As Day (1999) formally defined, professional development consists of all natural learning experiences and those conscious and planned activities which are intended to of direct or indirect benefit to the individual, group or school, which contribute to the quality of education in the classroom. Concrete examples of this practice include the in-service trainings (INSET) given mostly by the education administration to teachers.

Genuine professional development can be described as the process by which teachers review, renew and extend their commitment as agents of positive change to the moral purpose of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking (Day, 1999). From this premise, teachers who continually grow professional through INSETs and seminars were apparently meeting their positive outlook on their job, keeping them more dedicated and resilient on challenges thrown by the nature and reality of the profession.

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