Self-Esteem As A Psychosocial Correlate of Academic Performance Among College of Teacher Education Students

This study examined the level of self-esteem and its relationship with the academic performance of College of Teacher Education students at Lyceum-Northwestern University during Academic Year 2025–2026. Using a descriptive-correlational research design, the study involved 103 second- and third-year Teacher Education students from the BEED, BPED, and BSED programs. Data were gathered through a standardized self-esteem questionnaire adapted from the Rosenberg Self-Esteem Scale and students’ academic records. Frequency, percentage, mean, standard deviation, correlation analysis, Mann-Whitney U test, and Friedman test were used to analyze the data. Findings revealed that most respondents were female and that the largest group came from the BSED program. The respondents generally demonstrated moderate self-esteem, with a mean score of 15.61. Academic performance varied slightly across programs, with BEED obtaining the highest mean score; however, the Friedman test showed no significant difference in academic performance across programs. Correlation analysis revealed a very weak negative and non-significant relationship between self-esteem and academic performance, r = -0.090, p = .364. The study concluded that self-esteem did not significantly affect academic performance, although self-esteem enhancement remains important for students’ confidence, motivation, and personal development.