Resumen

SOSA GUTIERREZ, Fredy; SUCARI, Wilson; VILCA-APAZA, Henry-Mark  y  NOBLEGA, Henry. Cultural identity and self-esteem in future teachers of southern Peru. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.39, pp.2768-2779.  Epub 03-Jul-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i39.1084.

Self-esteem and cultural identity can enhance intercultural teaching and the personal development of future teachers. In this sense, the objective was to determine the relationship between cultural identity and self-esteem in students of Public Pedagogical Higher Education Institutes (IESPP) in southern Peru, with training in Bilingual Intercultural Education. Using a quantitative correlational design, cultural identity was measured using an adapted scale from Canales (2016), and self-esteem was assessed with the Rosenberg Test. The results showed that self-esteem ranged from 31% to 40%, indicating medium and high levels. In contrast, cultural identity remained high, reaching 83.4%. These findings suggest a low positive relationship between self-esteem and cultural identity in this student group. Consequently, a more detailed analysis and consideration of other possible factors are required to fully understand this relationship.

Palabras clave : Self-esteem; Customs; Teacher training; Cultural identity; Language..

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