Teaching ethics as a determining factor in the development of students' academic self-esteem in the educational environment
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Abstract
This study analyzes the relationship between teacher ethics and self-esteem of high school students in an educational unit, using a quantitative correlational explanatory approach. Five dimensions of teacher ethics and self-esteem were evaluated in 70 students and 3 teachers using questionnaires and direct observation. Spearman correlation analyses revealed significant and positive relationships at all educational levels (ρ=0.999; ρ=0.994; ρ=0.993), confirming the influence of teaching ethics practices on student emotional development, however, contrasting patterns were identified: second year of high school presented the highest perceived ethics (3.93) but lower self-esteem (3.48); while third year showed the highest self-esteem (3.94) with intermediate ethics (3.15). The findings suggest that, although there is a strong correlation, additional contextual factors such as psychosocial maturity, academic pressures and post-baccalaureate expectations moderate this relationship. The research highlights the need to strengthen teacher ethics training and adapt pedagogical strategies according to the educational level, establishing the basis for future research on the influence of mediating factors in different educational environments.
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