Values and Value Orientations of Students, Future Primary School Teachers and Preschool Teachers / Vrijednosti i vrijednosne orijentacije studenata, budućih učitelja i odgojitelja

Abstract

Through a theoretical scientific synthesis, the phenomenon of values and value orientations of young people is considered from several aspects. Within the framework of such an approach, various classifications of values and value orientations of young people are presented and explained and the most favorable basis is sought for testing the values and value orientations of the students from teacher training faculties, future primary school teachers and preschool teachers. Empirical research of transversal type was performed on a random sample of 252 students from teacher training faculties in Serbia, at the end of the academic year 2012/2013. Based on Rokeach’s list of values, empirical research of transversal type was performed, with the main task of determining the terminal values (desirable states, pursued objectives) and instrumental values (idealized behaviors in order to achieve terminal values) of students. The ranking list, as the result of a quantitative and qualitative analysis of the collected data, shows that the students of the teacher training faculties are oriented toward: a) family safety, happiness, freedom, true friendship, inner harmony... (terminal values) and b) fairness, responsibility, capability...(instrumental values). The research shows a high degree of balance values of the students in the preference of terminal values, while in the instrumental values significant differences can be noticed, except for the first three items on the ranking list.Key words: instrumental values; Rokeach’s list; terminal values.---SažetakPutem teorijske znanstvene sinteze s više se aspekata razmatra fenomen vrijednosti i vrijednosnih orijentacija mladih. U okvirima takvog pristupa prezentiraju se i obrazlažu različite klasifikacije vrijednosti i vrijednosnih orijentacija mladih i traži najpovoljnija osnova za ispitivanje vrijednosti i vrijednosnih orijentacija studenata učiteljskih fakulteta, budućih učitelja i odgojitelja. Na slučajnom uzorku od 252 studenta učiteljskih fakulteta, na kraju školske 2013/14. godine, a na temelju Rokičeve liste vrijednosti, izvršeno je empirijsko istraživanje transferzalnog tipa, s osnovnim ciljem da se utvrde terminalne (poželjna stanja, ciljevi kojima se teži) i instrumentalne (idealizirani načini ponašanja kako bi se ostvarile terminalne vrijednosti) vrijednosti studenata. Rang-lista nastala kao rezultat kvantitativne i kvalitativne analize prikupljenih podataka pokazuje da su studenti učiteljskih fakulteta orijentirani na: a) obiteljsku sigurnost, sreću, slobodu, iskreno prijateljstvo, unutarnji sklad... (terminalne vrijednosti) i b) poštenje, odgovornost, sposobnost... (instrumentalne vrijednosti). Istraživanje pokazuje visok stupanj ujednačenosti studenata u preferenciji terminalnih vrijednosti, a kod instrumentalnih se vrijednosti, osim tri prve na ljestvici, uočavaju značajne razlike.Ključne riječi: instrumentalne vrijednosti; Rokeachova lista; terminalne vrijednosti.

Realistic Positioning of Teachers' Values / Realno pozicioniranje vrijednosnih opredjeljenja učitelja

“…Bearing in mind that family is the basic retreat of an individual, a safe place for satisfying personal needs, the safest source of emotional, cognitive and affective needs, and where key conditions for satisfying life and professional needs are created, the high ranking by all the examinees is justified. As a situational factor, family security is very respected by the teachers, and that was confirmed by the results of the value research of the narrow social background (Bojović et al, 2015;Marušić-Jablanić, 2016;Dasari, 2017). Happiness (F= 9,090; p= .001) is a value identically positioned by less experienced teachers at a very high second place, while the same value does not hold the same importance for the most experienced teachers, who position it in the fifth place.…”

“…The other value theory is based on the classification given by Milton Rokeach who defines values as "a type of belief which, once internalized, becomes the standard or criterion for directing behaviour" (Hooper et al, 2003, p. 170). Rokeach classified values in two groups: 1) values-goals by which he means classes of states and objects an individual wants to achieve and preserve (terminal values), and 2) values-means which represent a preferred way of achieving those goals (instrumental values) (Kuzmanović, 1995;Mladenović & Knebl, 2000;Bojović et al, 2015). This classification completely satisfies our idea for researching a hierarchical value system.…”

“…For the purpose of our research, we therefore used a partially revised, i.e. more precisely shortened Rokeach's Value Survey of valid characteristics, which was confirmed by previous research of value orientations of students, future primary school teachers and preschool teachers (Bojović et al, 2015) (Table 2).…”

“…to Bojović et al 2015. Given the certain level of diversity in the definitions of value and value orientation, we singled out two central elements that form the basis of value orientation -personality of the individual and society defined by specific spiritual, cultural, technological and ideological characteristics (Bojović et al, 2015). The sum of individual value orientations based on these characteristics provides a picture of actual social value orientations in a given time, whereby it is possible to isolate values as one's life goals (terminal values) and values that serve as an instrument for achieving one's life goals (instrumental values).…”

“…The sum of individual value orientations based on these characteristics provides a picture of actual social value orientations in a given time, whereby it is possible to isolate values as one's life goals (terminal values) and values that serve as an instrument for achieving one's life goals (instrumental values). In order to compare the acquired results with the results of similar research aimed at positioning particular values on a ranking scale of class teachers, subject teachers and preschool teachers, we relied on the results that indicate a tendency to favour certain underlying values and value orientations (Romstein & Staković, 2017;Dasari, 2017;Marušić-Jablanović, 2016;Beck et al, 2016;Bojović et al, 2015;Sallis, 2014;Greene et al, 2014;Spring, 2014;Cohen et al, 2013;Bogunović et al, 2012;Matejević, 2008;Čekrlija et al, 2004;Rubchevskiy, 2003;Kuzmanović, 1995;Havelka, 1975;Kuzmanović & Petrović, 2007).…”