Authors:
Oeschger, T. P., Makarova, E., Daniel, E., & Döring, A. K.
Goal of the study:
The study was conducted using a mix of primary school teachers from the UK and Switzerland. Teachers were asked about their value-related educational goals (i.e., what values they thought were important for their pupils to develop). The study aimed to answer two questions:
- How do teachers’ value-related educational goals differ between the UK and Switzerland?
- How closely do teachers’ value-related educational goals align with the broader values of their country’s population?
Findings:
The study revealed that teachers in the UK and Switzerland tended to have different value-related educational goals, and that these differences appeared to match cultural differences in value orientation for each country. Specifically, the study showed:
- Wider cultural differences in values:
- In Switzerland, people generally placed more emphasis on values like hedonism (having fun), power (status and influence), and self-direction (independence).
- In the UK, people generally prioritised universalism (caring for everyone), benevolence (helping those close to us), conformity (following rules), and security (safety and stability).
- Differences in teacher’s value-related educational goals:
- Swiss teachers placed greater importance on benevolence, hedonism, and self-direction.
- UK teachers placed greater importance on tradition, conformity, security, achievement, and stimulation
- Teacher’s value-related educational goals generally matched cultural differences:
- Teacher’s value-related educational goals tended to be closer aligned with values that were seen as more important within their respective countries.
- This suggests that the values teachers prioritise in education can be influenced by the cultural and social environment they live in.
Implications for Educators:
Policy and Curriculum Level
Policymakers should recognise that teachers’ educational goals are probably shaped by their cultural environment. Curricula should allow schools sufficient flexibility to reflect local cultural values, while also encouraging core educational principles such as fairness, independence, and creativity.
School Level
Schools should encourage discussion about how wider societal values shape teaching. By understanding these kinds of influences, schools can better align their culture and practices with both local community values and national education goals.
Classroom Level
Teachers can use their understanding of societal values to design lessons that connect with students’ experiences. For example, in settings where universalism and benevolence are emphasised, group projects and activities that promote kindness and collaboration can be particularly effective.
Teachers might also explore how values differ across cultures, encouraging discussions that help students appreciate and celebrate cultural diversity.