PERCEIVED TEACHER REJECTION AND PSYCHOLOGICAL WELL-BEING OF SCHOOL AGE CHILDREN IN PAKISTAN

Authors

  • Beenish Sarfaraz, Zahid Iqbal, Shahid Iqbal

DOI:

https://doi.org/10.52337/pjer.v5i2.531

Abstract

The Present Paper aims to explore the Perceived teacher rejection and psychological well- being of school children. Teachers have a significance influence in children's social, emotional, and academic development. Student Psychological well- being is their ability to manage life’s challenges and it depends on positive teacher student relationship. The main study was performed on a total of 500 students Respondent age from 10 to 18 (Mean = 13.49 years, SD = 1.33) from schools of (Hyderabad) Pakistan in 2019. A Convenience sampling technique was used to data collection. The Cronbach’s alpha reliability was determining for the Teacher acceptance rejection scale TARQ (???? = 0.75) and SCWBS (???? = 0.74) indicated also reliable status of scale respectively. Results of regression analysis revealed that teacher rejection was not predicator for emotional psychological well -being of children. Beyond this, more research on this topic is required to recognize, about the consequence of this perspective in our country.

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Published

2022-06-30

How to Cite

Beenish Sarfaraz, Zahid Iqbal, Shahid Iqbal. (2022). PERCEIVED TEACHER REJECTION AND PSYCHOLOGICAL WELL-BEING OF SCHOOL AGE CHILDREN IN PAKISTAN. Pakistan Journal of Educational Research, 5(2). https://doi.org/10.52337/pjer.v5i2.531