A Comparative Study of Basic Human Values of Teachers and Students in Punjab

Abstract
This study has examined basic values of teachers and high school students of Punjab to understand
the phenomenon of values in educational institutes. This survey has used Schwartz (1992) model of
basic human values to identify and categorize the values of the study respondents. Questionnaire
was adapted from Schwartz (1992) model and translated into Urdu. The study respondents were
chosen by applying convenient sampling. The data were analyzed by internal comparison of
percentage scores on each category of the ten values.
The study findings indicate that teachers have eclectic values but students do not have clearly
developed values. Both teachers and students valued self-transcendence more as compared to
self-enhancement, and tradition more than change.
Introduction
Education has many facets but the most emphasized aspect of education all over the world is
imparting subject knowledge to the students. Lovat (2006) has quoted John Dewey affirming that
heavy dependence on subject knowledge and methods was fatal to the best interests of education.
Instead education should focus on the cultivation of a mindset which is self-reflective and directed
towards value-education. Habermas (1972) also insists that learning is beyond the importance of
knowing or understanding mere facts and figures and schooling should serve emancipatory
interests of the society by making children act for collective needs. Holt (1964) in his book How
Children Fail argues that the teachers and schools tend to mistake good behavior for good
character. They reward docility and suggestibility. They value most in children what children least
value in themselves. This ultimately promotes the values of docility and tradition among the
children.
Schwartz (1992) identified a set of ten basic and fifty-six auxiliary human values. He also found that
these basic human values are linked with the environment in which people live (home, school and
society at large) and their education. He noted that education correlates with the value of
achievement. The constant grading and comparing of performance in schools and emphasis on
meeting the external standards could be reasons for this. On the other hand, universalism values
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begin to rise in later years of education. They are substantially higher among those who attend
university. It may be expected that the people who attend university education give high priority to
the values of universalism.
Pakistans National Education Policy 2009 (Ministry of Education, 2009b) and the National Curricula
of English, Science, Urdu and History have emphasized on developing positive human values among
the learners. Teacher educators and teachers also talk about the importance of values in schooling
as the values determine school culture and later the societal culture.
This study was designed to investigate the values of school children and their teachers in Punjab to
understand the school cultures as well as see if the target of promoting universal and self-direction
values is being achieved at the school level. This study has been done to answer the following two
questions.
1.

What are the dominant values of 13-15 years old school children in Punjab?

2.

What are the dominant values of high school teachers in Punjab?

This paper has not made any comparisons regarding:

Values of the urban respondents vs Values of the rural respondents

Values of the female respondents vs Values of the male respondents

Values of the public sector school respondents vs Values of the private sector school
respondents

Significance of the Study

Culture of any educational institute depends upon the values of the key players. Students and
teachers are the key stakeholders of schools and their values determine school culture. Hollins
(1996) noted that schools are shaped by values. The findings of this study might be found useful by
the school heads, teachers and teacher educators in understanding school cultures of Punjab.
Moreover, the findings have highlighted important issues regarding achieving the curricular target
of positive human values among school children.
Literature Review

Literature review presented here has not included previous researches in the field rather provided
a theoretical framework of the study in the light of the values model that have been extensively
used in value research all over the world.
Values are essentially part of curriculum at all levels i.e. preschool, formal school and university. For
Habermas (1972), the task of value-education is two-fold: first is to establish an environment of
respect, trust and care and the second is to push students towards knowing of self and challenge
ones own deep seated comfort zone of beliefs and behaviours. The task, in other words, is to
transform, and in Freires (1972) words,re-birth of man. Transformation is painful at any stage of
life, however, the longer one stays in ones comfort zone, the harder the transformation becomes.
Transforming beliefs and behaviour does not mean imposing a different set of beliefs and values on
students than those they came in with. It is about questioning beliefs and developing consciousness
as a value position.
Schwartz (1992) has described values as beliefs linked to affect and goals which motivate action.
According to him, values transcend specific actions and situations by serving as criteria for actions.
Moreover, people prioritize their set of values. This prioritization characterizes them as specific
individuals. For example, do they attribute more importance to achievement or justice, to novelty
or tradition? Value preferences of individuals are influenced by socio-economic and cultural factors.
Schwartz (1992) presented a model of 10 cross-culturally acceptable values. The model was
validated in 50 countries. These ten values have 56 auxiliary values. The following ten values of
Schwartz (1992) make theoretical framework of the study:
i.

Self-Direction: Independent thought and choosing action upon thought constitute self-

direction. People having this value exhibit creativity, freedom, curiosity, independence, self-respect
and privacy.
ii.

Stimulation: Stimulation involves excitement, novelty, and challenge in life. People with this

value demonstrate variety in life by taking challenges.

iii.

Hedonism: This involves pleasure or sensuous gratification from ones interaction with

nature, people and creativity. Hedonists exhibit self-indulgence and pleasure in life.
iv.

Achievement: Personal success through demonstrating competence according to social

standards. People with this value are ambitious, successful, capable, entrepreneurs and influential.
3

v.

Power: This value is about social status and prestige, control or dominance over people and

resources. The people with this value are authoritarian, coercive, manipulative, paternalistic,
benevolent and expansionist.
vi.

Security: It involves safety, harmony, and stability of society, of relationships, and of self.

This value is about following and maintaining social order, family security, national security, clean
environment and sense of belonging.
vii.

Conformity: Conformity is about following the set norms. People with this value are

obedient, self-disciplined, polite, loyal and responsible etc.

viii.

Tradition: Respect, commitment, and acceptance of the customs and ideas that one's

culture or religion provides. Tradition and conformity values are motivationally close to each other;
they share the goal of subordinating the self to socially imposed expectations. Conformity entails
subordination to persons with whom one frequently interactsparents, teachers, peers and
bosses. Tradition entails ones subordination to more abstract objectscultural customs and ideas.
ix.

Benevolence: Preserving and enhancing the welfare of those with whom one is in frequent

personal contact. Benevolent people are helpful, honest, forgiving, and responsible.
x.

Universalism: Understanding, appreciation, tolerance, and protection for the welfare of all

people and for nature. This contrasts with in-group feeling and focus of benevolence values. Values
related to universalism are essential for the survival needs of individuals and groups. People who
value universalism are broadminded and they promote social justice, peace, environment
protection. They show inner harmony and lead a spiritual life.
Above set of ten values includes conflicting values too. Stimulation and traditionalism are
contrasting values as one believes in openness to change while the other asks for conservation.
Similarly, universalism requires self-transcendence while achievement strives for selfenhancement (Figure 1).

Figure 1:

Basic Human Values (Schwartz, 1992)

Schwartz (1992) identified ten motivationally distinct value orientations and specifies the dynamics
of conflict and congruence among these values. Some values contradict one another e.g.,
benevolence and power whereas others are compatible e.g., conformity and security.
Research Methodology
This research has used survey method and has employed Schwartz (1992) model of value research.
Instrumentation: Schwartz (1992) instrument was modified for the school children (Annex 1) and
translated into Urdu. The original instrument was on ordinal scale with six categories: Very much
like me; Like me; Somewhat like me; A little like me; Not like me; Not like me at all. However, this
study applied interval scale (rating from 1 to 6) where 6 represents maximum agreement while 1
represents no agreement. The statements on questionnaire used positive and negative statements
to avoid the acquaintance bias.
Study Sample: This small scale study was carried out in September 2013 on 471 students studying in
class 9 and 34 teachers from the following eight schools:
School

Type of School

The Punjab School (Boys), Lahore.

Private Sector, Urban

The Punjab School (Girls), Lahore.

Private Sector, Urban

5

Government Girls High School Jallo, Lahore.

Public Sector, Urban

Government Boys High School Jallo, Lahore.

Public Sector, Urban

Government Girls High School, Chak-47, Sargodha.

Public Sector, Rural

Government Boys High School Iqbal Nagar, Sahiwal.

Public Sector, Rural

DPS (Boys), Model Town, Lahore.

Public Sector, Urban

DPS (Girls), Model Town, Lahore.

Public Sector, Urban

Analysis Framework
Respondents responses have not been interpreted against any external criteria rather on internal
comparison of the cumulative percentages on ten value categories to see dominant values of the
study respondents. Questionnaire statements are either negative or inverse; therefore,
interpretations are done on the reverse scale. Low percentage indicates higher value while higher
percentage shows that the respondents do not exhibit that value. Generally, a percentage of less
than 20 in a value category has been assumed as an indicator of strong value while a percentage of
50 or above as a very weak or no value. Twenty one items of the questionnaire (Annex 1) assess
ten different values proposed by Schwartz (1992). Value key for each item is given in Table 1:
Table 1:

Item #
1
2
3
4
5
6
7

Value
Self Direction
Power
Universalism
Achievement
Security
Stimulation
Conformity

Value Key for Questionnaire Items

Item #
8
9
10
11
12
13
14

Value
Universalism
Transcendence
Hedonism
Self Direction
Benevolence
Achievement
Security

Item #
15
16
17
18
19
20
21

Value
Stimulation
Conformity
Power
Benevolence
Universalism
Transcendence
Hedonism

Findings
To answer the question what are the dominant values of 13-15 years old school children in
Punjab?, percentages of students responses on different values have been calculated. Details have
been given in Table 2 and Figure 2.
Table 2:

Measure of Students Basic Human Values

Girls School
1
%age

Girls
School 2
%age

Girls
School 3
%age

Girls
School 4
%age

Boys
School 1
%age

Boys
School 2
%age

Boys
School 3
%age

Boys
School 4
%age

Students
average
%age

45.83

64.72

49.72

57.78

48.89

64.17

56.67

33.06

52.60

35.74

41.67

36.67

40.74

37.78

49.63

37.96

23.89

38.01

33.89

37.22

35.28

41.39

36.11

45.56

40.83

28.06

37.29

Self- Direction
(SD)
Universalism
(UN)
Benevolence
(BE)
Tradition (TR)

48.06

42.22

38.33

47.50

46.11

50.28

44.44

36.94

44.24

Conformity (CO)

40.28

51.67

44.17

51.67

38.33

47.78

46.39

33.61

44.24

Security (SEC)

33.89

49.44

40.56

51.39

32.50

58.06

50.56

42.50

44.86

Power (PO)

64.72

79.44

75.00

75.00

45.83

68.61

64.44

61.94

66.88

59.72

63.61

67.22

75.00

43.61

70.56

68.06

64.72

64.06

Achievement
(AC)
Hedonism (HE)

52.50

79.72

66.11

82.50

46.67

67.22

65.56

76.67

67.12

10

Stimulation (ST)

53.06

51.39

44.17

59.44

48.89

61.67

51.67

48.33

52.33

Value

1
2
3

52.3

52.6

38.0
37.2

67.1
44.24

4%

64.0

44.2

44.8
66.8

Figure 2:

Measure of Students Basic Human Values

Figure 2 shows that the students in Punjab studying in high schools have not yet developed a very
clear set of basic human values as no score is below 20% or even 30%. However, internal
comparison of cumulative percentage scores on each category indicates that the students have
relatively greater value of benevolence, universalism, conformity, tradition and security. It is
interesting to note that school children in Punjab are least concerned about power. It is also
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noteworthy that students experience constant grading and pass-fail phenomenon in schools;
however, they have not demonstrated value of achievement. Similarly, they lack in the value of
stimulation and self-direction too.
To answer the question what are dominant values of teachers in Punjab?, data were gathered
from male as well female teachers. Their responses on different questionnaire items have been
summarized in Table 3 and Figure 3.

Table 3:
Value

Measure of Teachers Basic Human Values

Female
Teachers
in Boys
school 1
%age

Female
Teachers
in Girls
school 1
%age

Female
Teachers
in Girls
school 2
%age

Female
Teachers
in Girls
school 3
%age

Female
Teachers
in Girls
School 4
%age

Male
Teachers
in Boys
school 1
%age

Male
Teachers
in Boys
School 2
%age

Male
Teachers
in Boys
School 3
%age

Male
Teachers
in Boys
School 4
%age

Average

Self -Direction
(SD)
Universalism
(UN)
Benevolence
(BE)
Tradition (TR)

33.06

11.94

8.61

45.56

17.22

13.89

12.50

10.83

14.72

18.70

23.89

7.59

7.59

26.11

10.56

9.81

11.11

7.96

7.04

12.41

28.06

8.06

8.33

31.39

7.78

10.56

12.78

7.22

6.67

13.43

36.94

11.94

11.94

33.06

11.94

13.89

13.33

9.44

10.83

17.04

33.61

10.28

8.61

29.17

10.28

12.50

10.83

8.89

8.06

14.69

Conformity
(CO)
Security (SEC)

42.50

6.11

10.28

28.33

8.89

13.06

11.67

10.83

11.11

15.86

Power (PO)

61.94

19.44

18.89

46.94

23.61

15.00

18.61

12.50

19.17

26.23

Achievement
(AC)
Hedonism
(HE)
Stimulation
(ST)

64.72

20.00

17.50

57.78

20.83

21.94

18.61

21.39

20.83

29.29

76.67

18.06

19.44

50.83

21.94

19.72

20.56

20.56

19.72

29.72

48.33

20.00

13.33

50.56

24.17

19.17

16.11

17.50

15.56

24.97

1
2
3
4
5

9
10

%age

18.70%

24.97%

12.41%

29.72%

13.43%

14.69%
29.29%

17.04%

15.86%
26.23%

Figure 3:

Measure of Teachers Basic Human Values

Data given in Table 3 and Figure 3, indicate that teachers in schools of Punjab have clear inclination
towards conserving the tradition (17.04%, conformity (14.69%), security (15.86%) and related
ramifications in the domain of universalism (12.41%) and benevolence (13.43%). However, the
domains indicating change and self-enhancement have received relatively lower rating (nearly 50%100%). Unlike students, teachers have demonstrated clarity on value orientation.

Discussion & Conclusion

The study findings show that the basic human values of teachers and students are relatively more
inclined towards self-transcendence and conservation. The reason could be religion and culture
which promote benevolence. However, students values are not fully developed. The reason could
be their age and experience. At this stage they are unsure of their preferences, particularly the ones
which are related to change and self-enhancement. Usually, parents decide the career path of their
children. Teachers make decisions about students subjects and specializations on the basis of
students grades. As a result, many students never experience any important decision-making in
their lives. Only fewer students learn to value achievement and put in serious efforts to excel in
academics. Some students value achievement at the cost of self-transcendence and they try to
achieve their targets at by any means. The study respondents did not demonstrate the value of
achievement. The reason seems lack of competition in schools or lack of personal achievement
targets as they are not allowed to make decisions for themselves.
Overall data gathered from teachers show that they have all ten basic human values though some
are less prominent. This finding is important as these ten values have conflicting values like selftranscendence vs self-enhancement. Similarly, openness to change and conservation are also
conflicting values. A person cannot be open-minded and conservative at the same time. Likewise, a
person who values power cannot promote equality and equity. If people have a mix of all these
values then it may be assumed that they have nave or eclectic values which are in fact not fully
developed. Internal comparison of percentages of teachers values shows that though teachers
have eclectic values, they value universalism, benevolence, tradition, security and conformity much
more than power, achievement, hedonism, stimulation and self-direction. The values of selfdirection and stimulation represent openness to change. It is notable that teachers as well students
do not hold the value of change or openness.

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National curricula have included global values like celebrating diversity, equity, self-direction,
adaptability etc as important curricular targets. Similarly, these global values have been made part
of National Professional Standards for Teachers in Pakistan. However, this study shows that
teachers of Punjab value tradition more as compared to change and students value tradition but
they have not yet developed an orientation of change. These findings are helpful in understanding
the reasons for an over-emphasis on behavior modification of the children in schools and resistance
to change.
Recommendations
Further studies may answer the following questions:

Why do teachers have eclectic values?

Why do teachers value tradition more as compared to change?

Why do students in Pakistan have not any strong values?

Which materials can be used to develop the value of change among secondary school
students?

References
Freire, P. (1972). The Pedagogy of the Oppressed. New York: Herder and Herder.
Habermas, J. (1972). Knowledge and Human Interests. London: Heinemann.
Hollins, E. (1996). Culture in School Learning: Revealing the Deep Meaning. New Jersey: Lawrence Erlbaum
Associates.
Holt, J. (1964). How Children Fail. New York: Pitman Publishing Company.
Lovat, T. (2006). Values Education: The Missing Link in Quality Teaching. National Values Education
Forum/Conference. http://www.valueseducation.edu.au/verve/_resources/Terry_Lovat_keynote_
address_VEforum06.pdf. Accessed on June 3rd , 2013.

Ministry of Education. (2009b). National Education Policy. Islamabad: Government of Pakistan.

Schwartz, S. H. (1992). Universals in the content and structure of values: Theory and empirical tests in 20
countries. (M. Zanna, Ed.) Advances in Experimental Social Psychology , 25, 1-65.

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Annex 1
There are 21 items on this questionnaire. Each item is a statement. Please read each statement
and rate the statement from 1 to 6 where 1 indicates Fully Disagree while 6 indicates Fully
Agree.
Statement
1

It is not important to think of new ideas and be

creative.

I like people who use inexpensive things.

I think everybody needs to be treated according to

his/her social class. All people cannot have equal
opportunities.

It is not important to show abilities to others.

It is not important to live in a secure, safe

surroundings.

It is not appreciable to have surprises and

adventures in life.

It is not important to be obedient. People cannot

follow rules always.

It is not possible to listen to people, especially if

they are saying very different things and you do
not agree with them.

It is important to question authority including

parents and teachers too.

10

It is important to devote time for others instead of

having personal leisure time.

11

It is fine to ask other to make decisions for you.

12

It is not essential to help the people around and

take care of their well-being.

13

Success and recognition are not important in life.

14

Government cannot ensure safety of the citizens

12

against all threats.

15

It is not important to take risks in life.

16

It is not important to avoid doing anything people

would say is wrong.

17

I do not desire people to give me respect and listen

to me.

18

It is not important to be loyal to friends if they ask

to do something unlawful.

19

People cannot care for nature (environment) at

individual level.

20

Tradition is not important and one should not

follow the customs handed down by the religion,
society or family.

21

It is not important to have fun in life.

13