Abstract

• The primary purpose of this study was to investigate the effect of shyness and self-esteem on subjective well-being of student teachers. The questionnaire survey method was used in this study. To collect the required data, 600 (300 male and 300 female) student teachers from Yangon University of Education were selected as the participants of the study. Shyness Scale (Cheek & Melichor, 1985), Self-Esteem Scale (Rosenberg, 1965), Satisfaction with Life Scale (Diener et al., 1985) and Positive and Negative Affect Scale (Watson, Clark & Tellegen, 1988) had been used as the research instruments. This study showed that there was no significant difference in subjective well-being level of student teachers according to demographic variables such as gender, age and education level. While positive affect was found higher in male participants than female participants, there was no negative affect between genders. The results reported that there was no difference in student teachers’ shyness and self-esteem by gender. ANOVA result showed that there was difference between student teachers’ shyness and self-esteem by age and education level. The results indicated that student teachers’ subjective well-being was positively correlated with selfesteem and were negatively correlated with shyness. The result of multiple regression analysis revealed that self-esteem was the strong predictor of student teachers’ subjective well-being.