Teacher Attitudes as a Function of Values

Abstract

The central hypothesis of this study was that conflicting values are related to a lack of acceptance of the school’s curriculum on the part of the faculty. The data were collected through the employment of three instruments (Differential Values Inventory by Prince, an adaptation of the Kreitlow Scale by Kreitlow and Dreier, and a Teacher Attitude Scale.) School faculties which expressed the greater differences in educational values also expressed the greatest amount of disapproval of the school’s curriculum. However, individual teachers with extreme values indicated more favorable attitudes toward the curriculum than teachers with more neutral values. Values held by principals were related to teachers approval of the curriculum.