Fostering Student Confidence:
The Impact of Teacher’s Confidence, Emotional Support, and a Supportive Learning Environment
Confidence is a crucial factor in both academic achievement and personal development, and education is the start of an individual’s journey of growth and self-discovery. In a modern and changing world defined by success and results, education is more than just memorization and facts, but also active engagement and creativity beyond textbooks. While teachers and mentors are there to convey and spread knowledge, they are also there to support and encourage success, each with the power to shape their students’ thinking and lives. Education is not only dependent on an educator’s knowledge of their subject or their success in their field but also on their ability to teach and convey their knowledge. The way teachers present information, encourage communication, encourage learning and success all contribute to the self-confidence of their students. When students can learn in a safe and encouraging environment where they are free to express themselves and ask questions without fear, they are more willing to explore outside the box and grow academically and personally.
A teacher’s belief in their teaching capabilities plays a significant role in the classroom as they also impact their students. When teachers exhibit confidence in their lessons, students are more likely to mirror this confidence and view themselves as capable learners. There are numerous studies that show the influence of teacher confidence on student engagement and overall academic performance with cognitive, emotional, and social aspects (Wang et al., 2022). In a review by John Hattier and Helen Timperley (2007) from the University of Auckland, they found that teachers who taught confidently created an environment where their students were more motivated to participate and ask questions. Through previous meta-analyses and studies of feedback interventions that were measured and with a control group, their studies showed that “the power of feedback is influenced by the direction of the feedback relative to performance on a task” (Hattie & Timperley, 2007, P. 85) When teachers provide feedback on correct responses from their students, as opposed to incorrect responses, it was found to be most impactful on specific and challenging goals with low complexity. The effectiveness was more pronounced in situations involving students with lower self-esteem, due to the lower risk of heightened attention being directed toward the feedback, therefore creating a less threatening situation. The connection between positive teacher and student engagement is heavily reliant on the teacher’s demeanor and position on wrong answers. Most students do not feel comfortable sharing their thoughts and opinions out of fear of embarrassment or some sort of repercussions that would lower their self-esteem. In a positive learning atmosphere, assurance and diverse teaching methods, ranging from hands-on and application-based activities to interactive discussions, encourage students to explore different learning styles and motivate them to be more engaging. In a study focused on teachers’ beliefs and perceptions of STEM by Kelly C. Margot and Todd Kettler, published in the International Journal of STEM Education, the research also explains the significance of hands-on application-based activities in education, with numerous teachers supporting these activities as valuable tools for enhancing learning and participation. They also believe in the benefits of cross-curricular integration within STEM education, as students are encouraged to be involved with different subjects and have chances to apply their learnings to real-world situations. Educators believe the challenges of open-ended education lead to student interest and higher levels of engagement, which in turn contributes to higher academic achievement. Teachers acknowledge the importance of failure and struggle through the process of education, and encourage their students to take more risks, which is only possible within a safe and encouraging environment through effective communication and positive support. As educators confidently implement various teaching methods and communication, students will find themselves in an interesting and dynamic learning environment with trust in their mentors through a great teacher-student relationship.
In an educational setting, emotional support is also a critical factor in nurturing student confidence and self-esteem. Teachers and mentors who are encouraging and empathetic lay the foundation for students to not only excel in their studies but to also believe in their own potential. Empathetic teachers provide emotional sustenance that resonates with their students’ struggles and ambitions, which reinforces their courage to take risks and explore outside their comfort zone. As depicted in the study of “The Relationship between Emotional Intelligence and Psychological Well-Being among Male University Students,” one’s emotional intelligence, perceived stress, and social support all contribute to their well-being. The research found that emotional intelligence results in excellent social skills, enhancing the availability of social support, which leads to better well-being and social competence. “Furthermore, research in different capacities has demonstrated that people who receive sufficient support from others in social settings experience a better sense of well-being and satisfaction” (Malinauskas and Malinauskiene, 2020). Teachers can take the empathetic approach through the formation of a classroom where the fear of failure is mitigated, allowing students to socialize freely without worry of consequences. This influence resonates beyond just the educational setting, as students will begin to do the same in their daily lives.
Classrooms are more than just a setting for academics, but also where students can interact with their peers and develop socially and emotionally. A secure and protected environment is defined by trust, respect, and inclusivity, all of which play a vital role in both academics and self-development. A positive atmosphere encourages student confidence and security through a sense of belonging and empowerment and promotes motivation, active participation, and overall academic success. In such an environment, students feel valued and accepted, which allows them to share their thoughts and ideas without reservation.
When class is led by a teacher who actively encourages student input and creative ideas, students can feel validated and understood and can be more motivated to engage in more classroom discussions. The inclination of these students to step outside of their comfort zones lies in their way of thinking. If they feel ignored, rejected, or invalidated by their teacher or fellow students, they will be more withdrawn and less likely to speak up. Lev Vygotsky, a key figure in Soviet Psychology, studied children and developed his own theories on learning through cognitive, motoric, and sociocultural stages, or concepts and ideas, physical action, and social interactions. His theory suggested that the three stages were connected, with support and social interactions highly recommended when one was struggling and needed a significant amount of help, and less support when one has nearly mastered a skill and needed to be challenged. “In Vygotsky’s view, knowledge is built upon educational strategies that encompass interdisciplinary literacy, independent learning, individual coaching, group coaching, and classroom leadership. Additionally, teachers should act as facilitators and create cooperative learning environments based on guided discussions and Socratic dialogue between students, thus fostering a deeper understanding and enhancing student motivation” (Kurt, 2022). Diverse teaching methods and encouraging educators are not only beneficial for students individually, but also the class environment as a whole, where a majority of students will be motivated and engaging, both with the teacher and their peers. A student who believes that their efforts will contribute to something greater is more likely to approach challenges with more determination and resilience. They will see difficult challenges and obstacles more as opportunities for growth, rather than chains that will drag them down. This mindset, which can best be cultivated within an encouraging environment, will contribute to their success in school, outside, and later in their future.
The impact of student confidence reaches beyond just classrooms and educational settings but extends into their future occupations, interactions, and personal growth. Individuals who believe in their abilities are more likely to follow their ambitions and interact with the world around them with determination and enthusiasm. Not only for academics, confidence also contributes to physical and mental health in terms of stress, anxiety, burnout, and resilience. A lack of confidence would affect the desire to try new things, make new connections, decrease happiness, and an overall sense of well-being. Not something we are born with, confidence is a skill to be mastered and perfected over years of watching, learning, and interacting. Varied across different households, cultures, and social groups, encouragement is not always apparent at home. However, by having encouraged and supportive educators at schools and educational settings like clubs and camps, “you’re allowing the learner to believe they have the potential to achieve and reduce their fear of failing” (Gill, n.d.). With the motivation to learn and interact with others, students would be inspired to go attend classes regularly and have better focus during lessons and with their work.
At the end of the day, education is a collaborative effort between educators and students where teachers not only teach but also support. A teacher’s influence extends beyond their subject of education, but also to the self-perception of their students. When students step into a class with a confident teacher at the head of the classroom, not only are they basked in a positive environment, but are also inspired to mirror the same positivity and conviction in their studies. The relationship is a testament to the profound influence of educators through constructive guidance and feedback, in addition to all that they do in terms of academic assessments. In the end, it is clear that confidence is the ultimate implementation that drives students toward success in their goals.
Annotated Bibliography
Wang, Jianhua, et al. “Effects of Teacher Engagement on Students’ Achievement in an Online English As a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions.” Frontiers, 1 Jul. 2022, www.frontiersin.org/articles/10.3389/fpsyg.2022.950652/full.
Hattie, John, and Timperley, Helen. “The Power of Feedback.” Review of Educational Research, March 2007, 77(1), 81-112. www.columbia.edu/~mvp19/ETF/Feedback.pdf.
Margot, Kelly C., and Todd Kettler. “Teachers’ Perception of STEM Integration and Education: A Systematic Literature Review.” Springer Open, 14 Jan. 2019, https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0151-2.
Malinauskas, Romualdas, and Vilija Malinaeskiene. “The Relationship between Emotional Intelligence and Psychological Well-Being among Male University Students: The Mediating Role of Perceived Social Support and Perceived Stress.” National Library of Medicine, 2 Mar. 2020, www.ncbi.nlm.nih.gov/pmc/articles/PMC7084724/.
Kurt, Serhat Dr. “Vygotsky’S Theories And How To Incorporate Vygotsky’S Theories In The Classroom.” Education Library, 22 Oct. 2022, https://educationlibrary.org/vygotskys-theories-and-how-to-incorporate-vygotskys-theories-in-the-classroom/.
Gill, Rea. “Why Building Confidence Can Benefit Learners and Help Them to Achieve.” NCFE, n.d., www.ncfe.org.uk/all-articles/confidence-benefits-learners/#:~:text=These%20benefits%20persist%20through%20school,of%20belonging%20with%20their%20peers.
Lei, Hao, et al. “The Relationship between Teacher Support and Students’ Academic Emotions: A Meta-Analysis.” Frontiers, 22 Jan. 2018, www.frontiersin.org/articles/10.3389/fpsyg.2017.02288/full.