Research Problem: To determine the various values that can be found in teachers of an open school system and how those values differed among various teacher groups within the school.
Method: Clare W. Graves’ value systems (Tribalistic, Egocentric, Conformist, Manipulative, Sociocentric, and Existential) were based on the “Levels of Psychological Existence”. This values test was utilized in order to collect data from a school district in Texas. The “Values for Teaching Test” was administered to 492 teachers and staff members of the school district. Specific hypotheses regarding value differences in selective teachers and staff groups were tested.
Results: The results were significant on the following levels – existential, sociocentric, and conformist with relation to grade level taught, educational job profile, and sex of the respondent.
Conclusion: In the area of educational organizational development, Value System Analysis could be used to prepare administrators to deal more effectively with the complex issues in education by providing them with an eclectic framework of value systems. This understanding of value systems could aid an administrator, or a teacher, in responding to both internal and external issues. The teachers and administrators could develop more effective management strategies in understanding and dealing with the diverse value systems of students at all levels. Value System Analysis could be used in the initial selection, placement, and management of personnel in the school district. Administrative communications could be written so that they would communicate more effectively to all six value levels, not just the conformist or sociocentric. Utilizing Value System Analysis could result in greater student interest and motivation, and a more efficient educational structure.