Domain Specifications and Content Representativeness of the Revised Value Orientation Inventory

Abstract

Value orientations represent theoretical belief systems that guide teachers' curricular decision making. Research using the Value Orientation Inventory (VOI) to examine physical educators' value orientations in school settings found inconsistencies between the inventory findings, descriptions of class environments, and teachers' self-reports of their curricular goals. This article reports the VOI revision process that included (a) literature and research reviews resulting in domain specifications and new VOI item development and (b) item ratings that provide evidence of content representativeness for the revised items. The reviews supported four of five orientations that formed the original theoretical framework for the VOI: disciplinary mastery, learning process, self-actualization, and ecological integration. The fifth orientation, social reconstruction, was not supported by school-based research. Findings were more consistent with a social responsibility orientation. New items (K = 150) were written based on the literature reviews. The new items were sent to university and public school teachers (N = 298) to assess content representativeness. Eighty-one percent of the item means were > 4.0 on a 5-point scale. The social responsibility items were found to be domain representative and were included in the revised inventory.

Key Words:

• teacher beliefs
• value orientations
• social responsibility
• curriculum
• domain specifications