Variables associated with the relational value-orientations of pupils and teachers in urban Newfoundland

Clarke, Charles Lester (1968) Variables associated with the relational value-orientations of pupils and teachers in urban Newfoundland. Masters thesis, Memorial University of Newfoundland.

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Abstract

The study examined the Relational value-orientations of a selected group of teachers and pupils from urban Newfoundland. Data were collected by means of written responses to a Teacher's Questionnaire and to a Pupil's Questionnaire, by 292 teachers and 584 pupils. The participating teachers were all the homeroom teachers of grades VIII, IX, X and XI from the schools of St. John's and Corner Brook. The pupil-respondents consisted of two pupils chosen randomly from each of the homerooms of these schools. -- Differences in Relational value-orientations of teachers and pupils were investigated, using as criterion variables, teachers' age, teachers' rural-outport background, pupil-involvement in the teenage culture and the socioeconomic status of pupils. Also investigated was the relationship between the degree of confidence which teachers expressed in their pupils and the difference between the Relational value-orientation scores of teachers and their pupils. The statistical procedures used to test the hypothesis included "t" tests, Pearson product-moment correlations and point biserial correlations. -- The findings indicated that the respondents appeared generally to show no great preference for one value-orientation over another. Pupils showed a small but significant tendency to choose Collaterality over Individualism more often than did their teachers, and Individualism over Lineality less often than did their teachers. Teachers' age was found to be inversely related to preference for Collaterality over Lineality. But for scores on Collaterality over Individualism, and for Individualism over Lineality there was no apparent relationship with teachers' age. No relationship was found between the Relational value-orientations of pupils and certain measures of their involvement in the teenage culture. However, when pupils were dichotomized into participants and non-participants, pupils who participated in playing sports were found to show a greater preference than non-participants for Collaterality over Individualism and for Collaterality over Lineality. Also, participants in watching sports were more Collateral and less Individualistic than non-participants. No relationship was found between the Relational value-orientations of pupils and their socioeconomic status. It was found that teachers with urban backgrounds did not differ in their Relational value-orientations from teachers with rural backgrounds. Also, there was no significant relationship found between Teachers' Confidence in Pupils and the extent of the congruence between the Relational value-orientation scores of the two groups. -- The instrument was carefully examined for reliability. The results of the reliability tests suggest the need for thorough revision of the questionnaire before further use, especially in cross-cultural studies. The present study suggests also the difficulty of studying values of one culture with a standardized instrument designed for another although highly similar culture.

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