Authors:
Oeschger, T. P., Makarova, E., Raman, E., Hayes, B., & Döring, A. K.
Goal of the study:
This study explored the dynamic relations over time between teachers’ value-related educational goals (the values they aim to instil in students) and the wider school climate.
Findings:
The study revealed that in schools that have a particular value-relevant climate (e.g., climate of innovation), later on teachers aim to promote the relevant values (e.g., values of self-direction and stimulation). The opposite direction of change was also found: In schools where teachers aimed to promote particular values, later on the overall school climate changed in the direction that matches these values. So, there is a two-way relation over time rather than a one-sided process. This means that, while school climate may have an impact on what values teachers strive to promote in their students, individual teachers may also shape the internal culture of the school over time.
The study also showed that during challenging periods, like the COVID-19 pandemic, teachers put more emphasis on the importance of values like security and conformity, reflecting a need to create stability. As conditions eased, they shifted their focus to aiming to promote values such as creativity and independence.
Implications for Educators:
Policy and Curriculum Level
Policymakers should recognise that values education within schools is not static but highly responsive to both the internal dynamics of the school and larger world events. This means that policies need to should be flexible enough to account for external crises which can shift the focus of value education toward stability and security. At the same time, policies should encourage schools to maintain long-term value goals during times of crisis, such as encouraging creativity, independence, and fairness.
School Level
School leaders should be attentive to the dynamic relationship between teachers’ goals and the school climate. Leaders should encourage open dialogue and collaboration, allowing teachers to feel that they make a clear contribution to the school’s climate.
Classroom Level
Teachers should understand their dual role as both followers and creators of the school’s educational climate. By promoting values that encourage positive behaviours such as openness, kindness, or perseverance, they not only guide their students but also help create changes in the wider school culture.
A coherent message to the children regarding which values are promoted is likely to be experienced as clearer and less confusing to children, if the same value-relevant message comes from the school climate and from the teachers’ educational goals.
Teachers should also remain aware that the values they prioritise in their classrooms may need to adapt to broader societal changes.