Document Type
Article
Department
Professional Development Centre, Gilgit
Abstract
This study explores the perceptions and level of awareness of teachers’ personal values and their influence on the valuation processes of their students in the specific social and cultural context of Pakistan. Within the qualitative paradigm, this study employed the deeplystructured, self-reflection process involving six teachers from three different school sites. The research participants highlighted the morality and ethics, role-modeling, affection and empathy, nation-building, and professional competency as their articulated values. Among these values, almost all of the participants regarded morality and ethics as the most prominent of the teachers. Alternatively, the more experienced teachers in this study were more inclined to consider the larger national, socio-economic, developmental picture unlike their nascent colleagues. Generally, professional novices were more focused on grappling with the professional and technical necessities of their profession. This article explores the rational value type of consequences predominate in the valuation processes and transrational principles; sub-rational and rational values of the consensus tend to be employed under particular circumstances.
Publication (Name of Journal)
The Journal of Values-Based Leadership
Recommended Citation
Baig, S., & Shah, Z. (2013). Teachers’ perceptions of their values, sources of the values, and its influence on student personality development: A case study from Pakistan. The Journal of Values-Based Leadership, 6(1), 1-16.
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons