THE IMPACT OF TEACHERS' AND PARENTAL GENDER PERCEPTIONS ON THE STUDENTS' MOTIVATION AND SELF-ESTEEM

Background: Students’ careers and personal life are significantly shaped by their education. However, unless the three-way relationship between parents, instructors, and students is strong, it will be impossible to improve children’s skills and capacities. Parents and teachers are found to be the initial point of contact for the students. Hence, their gendered perceptions and stereotypes play a vital role in shaping students’ self-esteem and motivation levels.

Purpose: Against this backdrop, the current study aims to analyse the impact of gendered perceptions of parents and teachers on students’ motivation and self-esteem levels. The study is significant because such an impact may further affect academic achievement and a child’s personality development.

Methods: A secondary data collection method using existing literature was adopted to accomplish the study’s aim. The Google Scholar database was used to search studies published for 11 years, from 2011 to 2022.

Findings: The study’s findings affirmed that teachers and parents unconsciously reflect their gendered perceptions and stereotypes, negatively affecting students’ motivation and self-esteem. These perceptions are embedded due to traditional thinking. Constant exposure of children towards such gendered stereotypes may further root such ideas in them.

Research Gap: Previous studies have primarily outlined the negative impact of gender stereotypes on personality development and behaviour. Nonetheless, the current study strategically focuses on unveiling the impact of gendered perceptions held by parents and teachers on students’ self-esteem and motivation.