1. 76 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49
Introduction:
Today,globalizationoftrade,privatizationof
education and computerization of institutions is ex-
tending in every field including education. This situa-
tionhassignificantlyinfluencingschoolenvironment,
teacher-student relations and values. The forty-sixth
session of the international conference on education
tookplace5thto8thSeptember2001inGenevaonthe
themeof"learningtolivetogether".Itthereforeclosed
three days before the disastrous strikes at world Trade
Center and other places in the United States. The con-
clusionandproposalsforactionrelatedtoteachersare:
Improving the education of teachers so that they can
better develop among pupils' behavior and values of
solidarity and tolerance so as to prepare them to pre-
vent and resolves conflicts peacefully and to respect
cultural diversity; Changing the relationship between
teacher and pupil to respond to the evolution of soci-
ety. Hence, it shouldered great responsibility on the
teacher with a vision of protection of the universe,
nature and society by way of educating the future
generations.
Economic requirements in some countries,
ideological goals in others, the struggle for national
liberationinmanypartsoftheworldandeven,insome
case, the pear of social unrest, all contributed to the
pressingneedtothemakeeducationmoredemocratic.
And there are signs of considerable progress. Both
modem traditional societies have created condition to
enable more people to attend school. Industrialized
countries, whether socialist or capitalist, are continu-
ally expanding school education. Philip H. Coombs
(1985) stated that increased bureaucratization and so-
ciological diversity of the greatly enlarged education
system not only altered the atmosphere and human
relations within the schools but also eroded their rela-
tions with parents and the community.
Crisisinvaluesisdiscussedallovertheworld.
Pluralismandpragmatisminvaluesareprevailing.Con-
sidering this, value education is given much impor-
tance right from school to teacher education level.
Teachers are value inculcators in the students and the
communityatlarge.Hence,intheprocessofglobaliza-
tion and privatization there is a need to understand
Research Paper
Aug- Oct ,2013
AStudy of Values among Secondary School Teachers
in the context of Globalization"
* Sri. Basappa B. Chalakoppa
* Research Scholar, Bhagwant UniversityAjmer, Rajasthan.
prevailing values and value system among secondary
school teachers because of mushroom growth of pri-
vate teacher education institutions.
Need and ImportanceofTheStudy:
1. There cannot be two opinions about the im-
portance of an individual.According to Hurlock Eliza-
beth(1974)valuesascriteriamakingjudgmentbetween
alternative courses of person's behavior and conduct.
Valuesareliketherailsthatkeepatrainontrackandhelp
it to move smoothly quickly and purposefully. They
provide motivation and a person is ready to suffer and
sacrifice for the sake of values. Without values, one
floats like a piece of driftwood in the swirling water of
the river, however exciting that may seem first. That is
whyvaluesarecentraltoonestudentlifeanddefinethe
quality of their life.
2. Each and every response of the individual
reflects the values that we have chosen or given pref-
erence.Theydirectthebehaviorsofindividualandgive
a shape to its personality development. So they are the
integral part of human beings. In fact the aim of educa-
tionondevelopingandinculcatingdesiredvaluesinthe
students is that they can become good citizens any
education system spring from the value system of a
country.
3. A person can be perfect only when he has
internalized the values. To what extent he has internal-
ized the values will reflect in his behavior patterns.
Henceanobjectivesurveyofvaluesofteacherisneeded
under these conditions.
4. Researchers conducted so far have been lim-
ited in respect of absolute values of teacher but there is
paucity of researches in the field of Secondary School
Teachers. Hence the study of values of teachers is very
muchfelt.
ObjectiveoftheStudy:
To study the preference of values and value
system of the teachers with regards to: According to
Speanger(1928) people have six basic values in life.
They are theoretical, economic, aesthetical, social, po-
liticalandreligious.
1. To survey the values among Secondary School
Teacher with special reference to sex and marital
status.

2. 77RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49
2. To find out the difference if any in the values of
married and unmarried secondary schoolTeachers.
Tools:
Thequestionnaireincludedsixvaluesadopted
fromSpeanger(1928)
The more preferred six basic values of the teachers are
in the order of: The
1) Theoretical Value refers to the dominant interest of
man in discovery of truth.
2) TheEconomicValuereferstothecharacteristicinter
est in what is useful and economic.
3) TheAestheticValue refers to beauty for its own sake
as sought by artists or composers.
4) The Social Value is defined in terms of charity, kind
ness, sympathy, and sacrifice for the sake of others.
5) ThePoliticalValueisrelatedtopowerorauthorityas
perceived by leaders.
6) TheReligiousValueistheexperienceofanobjectas
sacred or divine.
Sample:
A sample of 1200 secondary school teachers
wasselectedfrom300Government,aidedandunaided
schools for the collection of data. Random sampling
method was adopted. The sample included sex and
marital status, male and female, arts and science, rural
andurban,marriedandunmarried,andexperiencebased
teachers.
Findings:
1) The male and female Secondary School Teachers
studying in different type of Secondary School do
not differ significant with reference to Theoretical
value.
2) The male and female Secondary School Teachers
studying in different type of Secondary School do
not differ significantly with reference to aesthetic
value.
3) ThemarriedandunmarriedSecondarySchoolTeach
ers studying in different type of Secondary School
donotdiffersignificantlywithreferencetheoretical
value.
4) ThemarriedandunmarriedSecondarySchoolTeach
ers studying in different type of Secondary School
donotdiffersignificantlywithreferencetoeconomic
value,
Conclusions:
Male and female Secondary SchoolTeachers
donotdiffersignificantlyinallsixvaluesi.e.theoretical,
economic,aesthetic,social,politicalandreligiousvalue.
Married Secondary School Teachers were found to
passes high economic value and unmarried Secondary
School Teachers had high aesthetic value. No signifi-
cantdifferencefoundinothervaluetheoretical,social,
political,andreligiousvalueswhichdisclosesthatmarital
status has no significant influence on values of Sec-
ondary School Teachers except on economic and aes-
thetic values.
Married Secondary School Teachers have to
choose different alternatives in their limited resources
tomeettheirneedsanddemands;theyhavemorefinan-
cial demands as to be met than that of unmarried Sec-
ondarySchoolTeachers.Inthissocietyofchanginglife
style, cost of living, being increased abnormally, mar-
ried Secondary School Teachers may incline more to-
wards economic value.
1 Allport W. Gordon, (1961); Pattern and Growth in personality Halt
2 Rinecharter Winston. New York; pp. 454-457 II edition
3 Anderson Alwin L.,(1966); Comparison of study of value scores for selected secondary and college teachers. Journal of
Educational Research. vol.60
4 Blalock, H.M., (1972); Social Statistics, Tokyo; Mac Graw Hill, Kogkusha.Colbert Austin Micheel, (1971); A study of
value of teachers in oregonscorrectional institutions. Dissertation abstract international. Vol. 32.
5 Dixit Ramesh E, Deodutt Sharma, (1971); Differential values of high school, university students and teachers. Journal of
Psychological research. vol 16, PP 12-17
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