Scouting Movement, Self-Esteem, And Social Skills Of Learners: Basis For An Intensified Localized Scouting Program

Abstract

This study investigated the influence of the scouting movement on the self-esteem and social skills of learners at Cataggaman Elementary School by employing a quantitative-descriptive correlational design among 150 male learners in Key Stage 2. Utilizing the Rosenberg Self-Esteem Scale and a Localized Social Skills Scale to assess dimensions such as cooperation, assertion, and self-control, the findings revealed high levels of self-esteem and social competence, with cooperation emerging as the strongest domain while self-control was identified as the lowest. Statistical analysis confirmed that active scouting participation significantly enhances both variables, establishing a strong positive relationship that suggests a healthy self-concept is a fundamental prerequisite for social proficiency. However, the data also highlighted a disparity between high compliance with authority and a relative deficit in autonomous, peer-led problem-solving. Consequently, the study concludes that while scouting is a transformative tool for instilling discipline, a localized intensification program focused on emotional resilience and "moral courage" is necessary to help scouts transition from mere instruction-following to becoming proactive, self-directed leaders.