| Summary: | The term "self-esteem" which is a popular concept in schools and the wider society, has troubled educators and the researchers since the 1990s. In both the USA and the UK, there are very few actual studies on self-esteem that are based on classroom research. There are also few studies that seek the views of teachers and students. This study consisted of two phases in research. In phase 1, teachers' views regarding student self-esteem and teacher and student strategies relating to raising self-esteem were explored through semi-structured interviews with teachers and students. Eight primary and secondary students and seven of their teachers were interviewed. The interviews found that there was similar "enthusiasm" about the concept of self-esteem from teachers in multicultural London, as was found in America. However, the desire to promote self-esteem was tempered by the constraints of a busy classroom. The use of grounded theory demonstrated that although teachers adopted a multiple criteria with regard to self-esteem, there was variability in teacher constructions. The criterion of ability appears to dominate the multiple criteria of self-esteem. Various teacher strategies and student strategies were also identified. Year 6 and 10 student participants had a good understanding of the purpose of teacher strategies going on in the classroom. Students interviewed appear to have a good understanding of the reasons why they did not feel good about themselves and the process they went through to feel good about themselves. In phase 2, a concourse (statement pool) regarding teacher strategies of promoting self-esteem was created from the semi-structured interviews to enable a Q methodological study . Six distinct narratives emerged on the effectiveness of teacher strategies. The narratives suggest that perceptions of the effectiveness of a range of teacher strategies are varied and mediated by factors such as the type of participant, students' abilities and the need for approval from others. The findings of the Q sort also suggest that praise and positive feedback methods are not perceived by all to be effective and there appears to be a link between the favouring of positive feedback methods and the need for social acceptance. The implications of both phases of investigation are discussed in terms of the implications for assessment and teaching strategies. Recommendations for further research are highlighted.
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