DOI: 10.36347/sjahss.2017.v05i08.022

Pages: 963-973

The major purpose of the study was to investigate whether students’ level of self-esteem can be influenced by teacher classroom management style. To achieve this objective, teacher classroom management style and students’ selfesteem were measured and the data obtained was analyzed. The aim was to find out whether the selected school factor had any influence on students’ level of self esteem. The research was conducted using expost facto research design. Teacher classroom management style was seen as a naturally occurring independent variable, which could have an effect on students’ level of self esteem. The population of the study comprised of students in public secondary schools in Nyandarua West Sub County. The Sub County has 8 public secondary schools; with a student population of 3067. Data relevant to the study was collected using questionnaires prepared by the researcher. The questionnaires were administered to a sample of 240 students selected using simple random sampling from the 1320 form two students in the Sub County. The data was analysed using mean calculations, percentages and one-way ANOVA test. It was found out that a teacher’s classroom management style has a significant influence on students’ self esteem, either raising or lowering it. Students in schools with teachers who were more democratic in handling students’ affairs were found to have a higher self-esteem compared to those in schools with teachers rated as less democratic. It is therefore recommended that teacher classroom management style should be improved in all school categories. Teachers should be sensitized on the role of self-esteem on behaviour and academic performance. Finally, this study suggests that further studies should be conducted to find out whether similar results would be obtained in other Sub Counties in Kenya, and to find out whether peers, parents and school catering facilities have any significant effect on students’ level of self esteem.