The Cultural Preparedness of Teachers and Schools for the Implementation of Values Education
Description
Study design The current study aims to investigate teachers’ attitudes towards values education practices and the relationship between school administration, and parental involvement and values education practices of teachers. For this purpose, a quantitative approach was adopted, relying on teachers’ self-evaluations of their experiences of values education in their schools and in their own teaching. The study followed the principles of exploratory quantitative research; therefore, no hypotheses were formulated (Creswell & Creswell, 2018). Procedure and measures Data were gathered using pen and paper directly in the workplaces of the teachers. Respondents filled in a questionnaire which consisted of 5 questions, each exploring different aspects of the research objectives. On a 5-point scale they evaluated (1) the subjective importance of different values education goals, (2) personal attitudes towards the need of values education in general, (3) the values education implementation situation in their school, (4) the commitment of fellow teachers and school administration, and parents’ attentiveness to values education, and (5) their own values education practices. The questionnaire was conducted in Lithuanian and was translated to English only during the analysis.