A study of teachers' value endorsement in Far North Queensland high schools

Values can influence students' learning goals and achievement motivation. The purpose of this study was to investigate which values Australian teachers aim to communicate to their students and whether value priorities differ between teachers with different demographic background. Data was collected with a modified version of Schwartz's (1994) Portrait Values Questionnaire, measuring the relative importance of nine values on four value dimensions. The sample comprised 102 high school teachers working in state, Catholic and independent schools in Far North Queensland. Teachers tended to endorse selftranscendence values, e.g. benevolence and social concern, as well as openness-to-change values, e.g. creativity, most. These values are thought to promote self-growth and positive achievement goals. Values of the self-enhancement dimension, in particular power, were endorsed least. Teachers' value hierarchy appeared similar to value hierarchies found in larger overseas teacher samples. Specific value preferences were associated with gender, age, teaching experience and teaching area. Findings of this study allow educators to reflect on and evaluate endorsed values. Implications for quality teaching and student outcomes are discussed.

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AARE 2013 Annual International conference

2013

1324-9320

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