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

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL
Thomas P. Oeschger, Elena Makarova, Evren Raman, Beatrice Hayes, Anna K. Döring
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Abstract

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.

Abstract Image

教师与价值观相关的教育目标与教师与价值观相关的学校氛围之间随着时间推移而产生的相互作用
学校环境中的价值观教育,除其他因素外,还受到与价值观相关的学校氛围以及教师与价值观相关的教育目标的影响。这项纵向研究从 2021 年 3 月开始,历时 15 个月,包括四个测量点(t1 - t4),对这两个因素之间的相互作用进行了调查。样本包括来自瑞士小学的 118 名小学教师(一年级和二年级)。教师与价值观相关的教育目标通过肖像价值观问卷进行测量,教师对学校氛围的感知通过 12 项学校氛围测量量表进行测量。随机截距交叉滞后面板模型以及缺失数据的多重估算被用来研究施瓦茨高阶价值类型所代表的价值相关教育目标的四个维度的相互关系:在 "创新与开放"、"保护"、"自我完善 "和 "自我超越 "这四个维度上,以及在 "创新"、"稳定"、"绩效 "和 "支持 "这四个与价值相关的学校氛围感知的相应维度上,研究了相互关系。在 "创新和开放求变 "维度上,分析表明,从 t1 到 t2,"创新 "这一与价值相关的学校氛围对教师的 "开放求变 "这一与价值相关的教育目标有显著的预测作用,而从 t2 到 t3 以及从 t3 到 t4 则有相反的作用。在 "稳定和保护 "维度上,分析表明,从 t3 到 t4,与价值相关的学校氛围 "稳定 "预测了教师与价值相关的教育目标 "保护"。我们将根据学校环境以及环境和社会发展背景下价值观教育的动态过程来讨论这些发现。
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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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