The moderating effect of self esteem on the relationship between social connectedness and teaching anxiety among teachers in Malaysia

Ching, Loo Pei (2025) The moderating effect of self esteem on the relationship between social connectedness and teaching anxiety among teachers in Malaysia. Master dissertation/thesis, UTAR.

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Abstract

This study aims to investigate the moderating effect of self-esteem onthe relationship between social connectedness and teaching anxiety amongteachers. Most of the past studies are less likely to select teachers to investigatethese variables. It is crucial to examine teachers’ mental health as teachers arefound to have high teaching anxiety levels in Malaysia. With a low level of social connectedness, teachers may face high teaching anxiety levels when handling their teaching tasks as they are unable to seek psychological support from others. Self-esteem as a teacher might serve as a powerful moderator to influence the relationship where it can directly influence the confidence and passion for teaching among teachers. It is conducted with 390 teachers in Malaysia. The sample is collected by purposive sampling method to reach the teachers who fulfill the sampling element heterogeneous based on the types of school, school location, teachers’ gender and year of working experience. The questionnaires include the Psychological Sense of School Membership, Teaching Anxiety Scale and Rosenberg Self-Esteem Scale via online distribution. Pearson Correlation is employed to assess the association between social connectedness, teaching anxiety and self-esteem while Hayes SPSS Macro Process Model 1 is adopted to examine the moderating effect of selfesteem on the relationship between social connectedness and teaching anxiety. This research eventually comes up with a main outcome where self-esteem has a strong moderating effect on the relationship between social connectedness and teaching anxiety. With this finding, it has contributed to the literature pool in few aspects and also provides valuable insight for schools, policymakers and authorities who can make changes regarding teachers’ psychological health issues. The main contribution of this study is that it can provide research evidence and support to the future researchers who would need to implement related training plans related to self-esteem to the teachers.

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