Teachers’ Impression Mismanagement, Concealment Of Accomplishment Through Humble Bragging And Students’ Self-promotion In Public Secondary Schools In Delta State

James, URIEN; Usunobon, Henrietta Amen

doi:10.67007/ijsds-2026-6800079

This study investigated teachers’ impression mismanagement, the concealment of accomplishments through humble bragging, and students’ self-promotion in public secondary schools in Delta State. Impression management, a central concept in social psychology, refers to conscious or subconscious efforts to influence others’ perceptions, often balancing the goals of appearing competent and likable. This investigation was guided by two research questions and two null hypotheses. A correlational survey with an ex-post facto design was utilized. The study population comprised all public secondary school principals and teachers in Delta State, totaling 479 principals and 14,877 teachers. A multi-stage sampling procedure produced a sample of 500 participants, comprising 100 principals and 400 teachers. Data were collected using the Teachers’ Impression Mismanage- ment and Students’ Self-Promotion Questionnaire (TIMSSPQ). Reliability was established using Cronbach’s alpha, resulting in a coefficient (α) of 0.89. Responses were measured on a four-point Likert scale: Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). A total of 500 questionnaires were administered to randomly selected participants. Data analysis involved simple percentages, mean scores, standard deviation, coefficient of determination (with 2.50 as a benchmark), and Pearson Product-Moment Correlation Analysis. The findings indicated that teachers’ impression mismanagement and humble bragging affect students’ self-promotion. In a bid to appear modest, teachers downplay their achievements instead of emphasizing them. In conclusion, these teacher behaviors impact students’ self-promotion through learning. Students are given the impression that it is wrong to brag about genuine accomplishment. In conclusion, modelling authentic behaviours, promoting self-awareness, and encouraging genuine self-promotion can foster a positive learning environment that enhances students’ self-confidence, self-awareness, and resilience.

Teachers’ Impression Mismanagement, Concealment Of Accomplishment Through Humble Bragging And Students’ Self-promotion In Public Secondary Schools In Delta State

Abstract