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This study investigated the impact of teaching strategies on students’ self-esteem across various domains, including general, social, marital, and academic contexts. The research focused on 10th-grade students in Murree Tehsil, employing a sample of 300 students (150 boys, 150 girls) and 120 teachers. Using a self-developed instrument and the Coopersmith Self-Esteem Inventory, the study examined relationships between teaching strategies and self-esteem, considering gender differences. Results indicated that teaching strategies significantly predict students’ self-esteem, with all variable pairs showing significant correlations (p < 0.01). A t-test revealed significant gender-based differences in the relationship between teaching strategies and self-esteem (t = -1.341, p = 0.00). The study emphasizes the importance of positive reinforcement and constructive teacher feedback to enhance students’ self-esteem. These findings contribute to understanding how teaching methods can be optimized to support students’ self-esteem development across various life domains, offering practical implications for educators and policymakers in designing effective teaching approaches.
Khan et al. (Sun,) studied this question.