The interplay between teachers’ value-related educational goals and their value-related school climate over time

• Thomas P. Oeschger ^[1] ; Elena Makarova ^[1] ; Evren Raman ^[2] ; Beatrice Hayes ^[3] ; Anna K. Döring ^[2]
  1. [1] University of Basel

     University of Basel

     Basilea, Suiza

     
  2. [2] University of Westminster

     University of Westminster

     Reino Unido

     
  3. [3] Royal Holloway University of London

     Royal Holloway University of London

     Runnymede District, Reino Unido

     

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• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 4, 2024, págs. 3633-3660
• Idioma: inglés
• DOI: 10.1007/s10212-024-00849-y
• Texto completo no disponible (Saber más ...)
• Resumen

  • Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers’ value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (t1 − t4). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers’ value-related educational goals were measured with the Portrait Values Questionnaire, and teachers’ perception of their school climate was measured with the 12-Item School Climate Measure Scale. Random Intercept Cross-Lagged Panel Models along with Multiple Imputation for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz’s Higher-Order Value Types: Openness to Change, Conservation, Self-Enhancement, and Self-Transcendence and their corresponding dimensions of a perceived value-related school climate of Innovation, Stability, Performance, and Support. For the dimensions “Innovation and Openness to Change,” the analyses revealed that the perceived value-related school climate of Innovation predicted teachers’ value-related educational goals of Openness to Change significantly from t1 to t2, while an effect in the opposite direction from t2 to t3 and from t3 to t4 was found. For the dimension “Stability and Conservation,” the analyses revealed that the perceived value-related school climate of Stability predicted teachers’ value-related educational goals of Conservation from t3 to t4. These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments.

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