Self-confidence and its relationship to self-esteem among students with learning disabilities in public schools in Palestine

Abstract

This study aims to identify self-confidence and its relationship to self-esteem among learning difficulties in public schools in the northern West Bank governorates from the teachers ’point of view and the relationship between it and each of the variables (gender, educational qualification, years of experience).

In order to achieve this, the researcher used a questionnaire consisting of 40 items that were distributed to a sample consisting of 100 teachers in government schools in the governorates of the northern West Bank.

The results of the study indicated that the degree of self-confidence and its relationship to self-esteem among learning difficulties in government schools in the northern governorates of the West Bank was high, according to the teachers ’viewpoint, in terms of the overall score, whose mean was (3.37) and its percentage (67.4%).

It is evident that the value of the significance level calculated from the sample on the variable (gender, academic qualification, years of experience) is greater than the value of the significance level specified for the study (0.05a≤), that is, we accept the null hypothesis of the degree of self-confidence and its relationship to self-esteem for learning difficulties in government schools in the governorates. In the northern West Bank, according to the teachers ’viewpoint, according to a variable (gender, educational qualification, years of experience).

In light of the results of the previous study, the researcher recommends the following:

• The need for them to be able to take responsibility.


• The need for them to be able to plan their lives.


• The student who always relies on himself and his skills in facing situations and problems.