The Role of the Physical Education Teacher in Improving Self-Esteem Among Secondary-School Students

Adolescence represents a critical developmental period during which self-esteem undergoes substantial fluctuation and consolidation. Physical education classes constitute a unique educational context where bodily experiences, social interactions, and competence development converge to shape how young people perceive themselves. This theoretical review examines the multifaceted role of the physical education teacher in fostering positive self-esteem among secondary-school students. Drawing upon self-determination theory, hierarchical models of self-concept, and empirical research from diverse contexts, the article explores how teacher behaviors, instructional strategies, and interpersonal dynamics influence global self-esteem and its physical dimensions. The review synthesizes evidence concerning classroom climate, autonomy support, feedback practices, and inclusive pedagogy, while addressing the particular vulnerabilities adolescents face regarding body image and physical competence. Findings indicate that teachers who create supportive environments, provide competence-affirming feedback, and foster meaningful relationships can significantly enhance students' self-perceptions. Practical implications for teacher education and instructional practice are discussed, emphasizing the need for intentional pedagogical approaches that recognize the profound psychological impact of physical education experiences during this formative developmental stage.