Value orientations, professional self, and attitudes toward the school in primary and secondary school teachers

• Elisabetta Sagone ^[1] ; Maria Elvira De Caroli ^[1]
  1. [1] University of Catania

     University of Catania

     Catania, Italia

     
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 2, Nº. 1, 2011, págs. 451-462
• Idioma: inglés
• Enlaces
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• Resumen

  • The knowledge of professional values has increasingly become a necessity in the job orientation and construction of professional identity in adulthood: so, it is interesting to understand, in a group of teachers, whether the representation of the professional Self, the students, and the school (De Caroli et al., 2007) influenced the value orientations (Boerchi and Castelli, 2000) related to the Result (RES), the Relationship (REL), the Career (CAR), the Leadership (LD), the Salary (SAL), the Selfimprovement (IMP), the Innovation (INN), the Variety of activities (VAR), the Responsibility (RESP), the Mobility (MOB), and the Physical Activity (PHA). The results showed that the representation of the Professional Self was significantly more positive than that expressed toward the students and the school. A better self representation as a teacher influenced the importance attributed to the results, self-perception in the employment sphere, looking for news, and responsibility arising from the subjective decisions. The representation of the students affected on the career, leadership, and variety of activities. Future studies will investigate the role of other psychological dimensions, e.g.

    perceived self-efficacy, on the value priorities and the relationships between teachers and students