The teacher's role as a psychological guide in enhancing self-confidence among low-achieving students

Abstract

This study examines the role of the teacher as a psychological guide in enhancing self-confidence among low-achieving students within a psycho-educational framework that redefines teaching beyond knowledge transmission toward deeper influence on learners’ psychological development. The research adopts a descriptive-analytical approach through an extensive review of relevant literature and previous studies, aiming to explore the relationship between the psychological support provided by teachers and students’ self-confidence levels. The findings indicate that self-confidence is a critical variable in improving academic performance, as it increases students’ motivation to learn, strengthens their ability to face academic challenges, and promotes active participation in the classroom environment. The study also reveals that the absence of psychological and educational support reinforces feelings of inadequacy and failure, thereby exacerbating low academic achievement. Furthermore, the research highlights the importance of teachers adopting guidance-based strategies, including building positive relationships, creating a psychologically safe learning environment, and providing continuous positive reinforcement, all of which contribute to reshaping students’ self-concept. The study concludes that when teachers effectively perform the role of psychological guides, they become transformative agents in the educational process, capable of shifting students from a state of academic struggle to one of psychological and academic empowerment. It recommends the integration of psychological counseling skills into teacher training programs and the incorporation of psychological dimensions into modern educational policies to achieve sustainable learning outcomes.