Title:
EXPLORING THE IMPACT OF SELF-ESTEEM ON SUSTAINABLE LEARNING: A CASE OF ONE PUBLIC TVET COLLEGE IN SOUTH AFRICA

Authors:
Michael M. Buthelezi

Abstract:
This paper reports on the exploration of the impact of self-esteem on sustainable learning of a public TVET (Technical and Vocational Education and Training) college student in South Africa. I approached it from the premise that says building students` self-esteem for sustainable learning plays a vital role in students` academic achievements and their lives. This qualitative study employed Participatory Action Research (PAR) as a research design. The population for this study comprised 120 students (18–21-year-olds); four lecturers; one SRC (Student Representative Council) member; one Student Development Practitioner (SDP); one Social Worker; one Educational Psychologist; and one Assistant Director for student support services (SSS) from one public TVET college in South Africa. Students in this study were voluntarily selected through advert. Other participants were purposively and conveniently selected. Data were generated through participant observation, focus group discussions, and motivational talk conducted by social worker. Critical Discourse Analysis (CDA) was used as data analysis. This study used Student Development Theory (SDT) by Chickering and Resseir, which focused on developing identity of students. The overall findings of this study revealed that students with low self-esteem do not achieve academically for sustainable learning. Based on this study, it is recommended that all co-researchers from this public TVET college should be aware of the consequences of the factors which negatively impact the self-esteem of students. There was a correlation between self-esteem and academic achievements of students for sustainable learning. Recommendations were discussed.

Keywords:
Self-esteem; Academic achievements; public TVET college; sustainable learning; South Africa

DOI:
https://doi.org/10.37500/IJESSR.2023.6522