The article presents scientific arguments regarding the social exigencies regarding the development of motivation, as well as the self-esteem of the pupils. The arguments, in this regard, concern the novice teachers' social-emotional problems generated in the process of assuming their professional roles. One of the most frequently encountered affective problems in the school environment is the occupational stress, the symptoms of which can be observed through the difficulty of professional adaptation generated by the low level of teachers' emotional culture expressed through emotional imbalance, low resistance to pedagogic activity, and emotional exhaustion. As a result, the novice teacher is incapable to manage difficult situations accordingly and the students become the victims of the school environment. In order to be able to address challenging situations within the educational environment, teachers need, first of all, to exhibit self-confidence: responsibility, activism, orientation towards success, motivation, and ambition, values that ensure the achievement of professional desiderata. We deduce that in the pedagogical activity, the self-confidence of teachers leads to the achievement of students 'successes and positively correlates with the development of the students' motivation to practice sport. For these reasons, during the initial teacher training program, it is important to insist on the formation of emotional culture on the dimension of self-confidence, motivation in relation to the other components of self-components because of their interdependence and reciprocal influence.