Influence of school socialization styles on student's self esteem at secondary school level

Abstract

The study’s major objectives were to explore the major prevailing socialization styles of the Secondary schools, to explore the levels of self-esteem of Secondary school’s students and to assess the effect of socialization styles on self-esteem. This study was delimited to the class 10th students of the secondary Schools working under Federal Directorate of Education Islamabad. Conceptual framework was designed by taking theory of school socialization styles (Pellerin, 2005) was and theory of self-esteem (Dharsini & Jeebaseelan, 2017). There were two variables in the study. (a) School socialization styles (b) Self-esteem. School socialization style was treated as independent variable whereas students’ self-esteem were dependent variables. All the students of 10th class of the schools working in six sectors of Islamabad capital territory  under the umbrella of  Federal Directorate of Education Islamabad, which constitute number of 12810 ( Boys 5231, Girls 7579) were considered as the population of the study. 10 % of the total numbers of students that is 12810 students of the secondary schools working under Federal Directorate of Education were further selected as sample of the investigation.  Proportionate random sampling technique was used.  10 % boys i.e. 524 boys and 10% of the girls i.e. 758 were proportionately selected as sample for the study. Self-developed scale based on the parameters given by Pellerin, (2005) was used to assess school socialization style. self-esteem test used by Dharsini and Jeebaseelan (2017) was adapted.  Data was collected by the researcher personally. Research Findings showed that there are significant effects of school socialization styles on secondary school students’ self-esteem at secondary school level. Demandingness was found the most prevailing style of school socialization. It was revealed from data analysis that majority of the students are at the medium level of self-esteem.