Self-Consciousness Of Teachers In Government Primary Schools: Role Of Social Factors And Economic Challenges

Abstract

This study investigates the self-consciousness of teachers in government primary schools, focusing on the interplay of social factors and economic challenges. Self-consciousness, defined as the awareness of one's thoughts, feelings, and behaviors, significantly influences teachers' professional engagement and effectiveness. The research utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from a diverse sample of educators. The findings reveal that social factors, such as community support, peer relationships, and administrative recognition, play a crucial role in enhancing teachers' self-consciousness and, consequently, their job satisfaction. Conversely, economic challenges, including inadequate salaries, lack of resources, and job insecurity, negatively impact teachers' self-perception and professional morale.The study underscores the importance of fostering supportive social environments and addressing economic disparities to promote a positive self-concept among teachers. These insights have implications for policy-makers and educational administrators aiming to enhance the quality of education through improved teacher welfare and professional development initiatives. By highlighting the interconnectedness of social and economic factors, this research contributes to a deeper understanding of the complexities surrounding teacher self-consciousness in the context of government primary education.