Document Type

Conference Paper


Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence




Teacher self-esteem has been found to impact student learning in a number of non-computing fields. As computing slowly becomes a part of the upper secondary school (high school) curriculum in many countries, instruments designed to measure teachers’ programming self-esteem can help inform classroom practice and processes such as teacher professional development needs. This study examines if there are differences in programming self-esteem (using the Bergin Programming Self-Esteem Instrument) between upper secondary school teachers and CS1 students in Ireland. In addition this study provides evidence of validity when using this instrument (originally developed for CS1 students) to measure upper secondary school teacher programming self-esteem. To test for evidence of validity, we compared the results of the programming self-esteem construct given to upper secondary school teachers (n=130) to a recent study of programming selfesteem among CS1 students (n=693). We found evidence of both reliability and validity with teachers that aligns with the evidence found for the CS1 students, demonstrating utility for use with teacher cohorts. Comparing these findings, teachers reported statistically significantly lower programming self-esteem compared to CS1 students. Interestingly CS1 students identifying as male had a statistically significant higher programming self-esteem than those identifying as female. However, we found no statistically significant difference for teacher gender, unlike previous work. Our results indicate that teacher programming self-esteem should be given consideration in the design and implementation of professional development.