CHAPTER-1 INTRODUCTION 1.

0 INTRODUCTION
Values refers to object that we cherish and desire and consider them desirable and worthy of acquisition. These may include material objects like food, cloth and shelter etc, and abstract qualities and ideas like truth, beauty, goodness, happiness peace, punctuality, justice etc. Thus, a thing has a value if it has worthiness to be chosen. Value may be operationally conceived as those guiding principles of life which are conductive to ones physical and mental health, as well as to social welfare, adjustment and which are in tune with ones culture. The Dictionary of Education (Good, 1959) has explained value as any characteristics deemed important because of psychological, social, more or aesthetic consideration The dictionary of sociology, (Duncan, 1964) provides meaning of values as constituent facts of social structures, objects of socially conditions desire, unevenly distributed and differentially ranked- largely derived from social interaction. Therefore, a value is a belief, a mission, or a philosophy that is meaningful. Whether we are consciously aware of them or not, every individual has a core set of personal values. Values can range from the commonplace, such as the belief in hard work and punctuality, to the more psychological, such as self-reliance, concern for other, and harmony of purpose. When we examine the lives of famous people, we often see how personal values guided them, propelling them to the top of their fields. For example, one actor was motivated by his commitment to social justice, which led to important acting roles related to that value that made him world famous. Likewise, a well1

known business CEO was motivated by the personal value that technology should be easy to use, which caused his company to spawn a technology revolution. Whatever one's values, when we take them to heart and implement them in the smallest details of our lives, great accomplishment and success are sure to follow? Value is a concept that describes the beliefs of an individual or culture. A set of values may be placed into the notion of a value system. Values are considered subjective and vary across people and cultures. Types of values include ethical/moral values, doctrinal/ideological (political, religious) values, social values, and aesthetic values. Values are principles, standards, or qualities that one consider worthwhile or desirable. Values will vary greatly from person to person because they depend on your personal judgment. Knowing personal values is extremely important because those values shape everything about a person. Relationships, Behavior, Choices, and Personal identity are all affected by values.

1.1 CONCEPT OF PERSONAL VALUE

Personal values refer to beliefs and philosophies that you hold about life, its purpose, and your own purpose. They are implicitly related to choice where they guide decisions by enabling an individual's choices to get compared to each choice's associated values. Personal values refer to the moral and ethic mannerisms you live by. They are the beliefs you hold, the philosophies we have about life. Personal values are the things in life that one has respected for. Some people value their children while others value their careers more.
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Personal values are referring to what is important to you. What you believe is right and wrong and lives according to. An example of personal values would be honesty. Many people believe lying is wrong so it would be a personal value to be honest. At various times in history, personal values have been part of the general societal norm. Unacceptable attitudes such as racism, slavery, or dominance have all had their place in personal values as part of a societal norm. A value that is wrong...such as racism...can be viewed as "right" thinking by a particular segment of society. In these cases, the individual does not feel remorse by espousing these views because he has been taught that this value is proper for his society. Most core values are taught as religious cores. The Ten Commandments of the Judeo-Christian Bible are common personal values. Today society accepts these values as proper values. The injunction to not steal, not lie, not take another's property, and to live a "moral" code are part of society's fiber to live together in harmony. Other personal values condition the person to move comfortably in his society as an individual. Personal values are those standards that you set for yourself to live by. Since these values vary individual by individual, they are "personal" and can include many things. Religion, morals, and ethics play a part in personal values. Different people hold different views and have different targets towards life. Someone wants to live a peaceful but happy life, while another person works diligently for wealthy living and bright future. A lot of people may hold the same opinion in the world. This concept is directly related to growth of human society. Code of conduct, way of life, harmony, brotherhood oneness and unity are the outcome of such practices.
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Personal values evolve from the circumstances with the external world and can change over time. All personal values are tools to make the individual feel good about his conduct. There is a fine line between ethics and values. Personal values are implicitly related to choice; they guide decisions by allowing for an individual's choices to be compared to each choice's associated values. Personal values developed early in life may be resistant to change. They may be derived from those of particular groups or systems, such as culture, religion, and political party. However, personal values are not universal; one's genes, family, nation and historical environment help determine one's personal values. This is not to say that the value concepts themselves are not universal, merely that each individual possess a unique conception of them i.e. a personal knowledge of the appropriate values for their own genes, feelings and experience. A personal value is a set of social standard, which develops personality and principles that govern human interaction. Personality and personal values appear at first glance to be equivalent expressions. For the individuals the outputs of personal values are action in the service of others and also self, or support for such action and living a life that would like to see emulate by others in what you would that imagine to be a better world. The new born infant is a helpless human being. He is not aware of the social customs, morals and traditions. But as he grows older, he is influenced by the informal and formal agencies of education, help in developing his physical, mental and emotional self and morals. Personal value in every society plays an important role in building up the characters of its individual and citizens. The rise of consumerism in the modern
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world and the information revolution has brought degenerations in personal value of the society. The current degenerate and decadent society fails totally to guide properly younger generations. The current educational curriculum finds very little scope to apply personal values in education system. As of education, personal values aim at all round development of the child. The child becomes a responsible, dynamic, resourceful and enterprising citizen of strong good moral character who uses all his capacities to develop his own self and his society. Personal values develops to the full personality of an individual in all fields and aspects making him intelligent, learned, bold and courageous and possessing strong good character. There is a wide variety of personal values among the students. Differences in personal values among the prospective teachers are due to difference of their college atmosphere. There is a close relationship of college atmosphere and personal value. Hence the present study is undertaken to find out the personal values of prospective teachers.

1.1.1 CLASSIFICATION OF PERSONAL VALUES

It is impossible to categorize/ classify values, but there are certain types generally evolved by scholars to give logical look to the value system.

Social ValueThis value is defined in terms of charity, kindness, love and sympathy for the people, efforts to serve God through the service of mankind, sacrificing personal comforts and gains to relieve the needy and the afflicted of their misery.

Religious ValueThis value is defined in terms of faith in God, attempt to understand him, fear of divine wrath and acting according to the ethical codes prescribed in the religious books. The outward acts of behavior of this value are going on pilgrimage, living a simple life, having faith in the religious leaders, worshipping God and speaking the truth.

Democratic ValueThis value is characterized by respect for individuality, absence of discrimination among persons on the bases of sex, language, religion, caste, color, race and family status, ensuring equal social, political and religious rights to all, impartiality and social justice for the democratic institutions.

Aesthetic valueAesthetic value is characterized of beauty form, proportion and harmony and love for the fine arts, drawing-painting, music, dance, sculpture, poetry and architecture, love for literature, love for decoration of the home and the surroundings, neatness and system in the arrangement of the things.

Knowledge valueThis value stands for love of knowledge for theoretical principles of any activity, and love of discovery of truth. Knowledge values depict hard work in

studies, only if it helps to develop ability to find out new facts. For that knowledge is virtue.

Hedonistic valueHedonistic value, as defined here, is the conception of the desirability of loving pleasure and avoiding pain. For a hedonistic the present is more important than the future, a man with hedonistic value indulges in pleasures of senses and avoids pain.

Power valueThe power value is defined as the conception of desirability of ruling over others and also of leading others. The characteristics of a person of high power value are that he prefers a job where he gets opportunity to exercise authority over others, that he prefers to rule in a small place rather than serve in a big place, that the fear of law of the country rather than the fear of God deters him from having recourse to unapproved means for making money, and that he is deeply statusconscious and can even tell a lie for maintaining the prestige of his position.

Family Prestige valueThe family prestige value is the conception of the desirability of such item of behavior, roles, functions and relationships as would become ones family status. It implies respect for roles which are traditionally characteristic of different castes of the Indian society. It also implies the maintenance of the purity of family blood by avoiding inter-caste marriages. It is respect for the conservative outlook as enshrined in the traditional of family.
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Health value
Health value is the consideration for keeping the body in a fit state for carrying out ones normal duties and functions. It also implies the consideration for self preservation. He considers good physical health essential for the development and use of his abilities.

Economic value
This value stands for desire for money and material gains. A man with high economic value is guided by considerations of money and material gain in the choice of his job. His attitude towards the rich persons and the industrialists is favorable and he considers them helpful for the progress of the country.

1.2 JUSTIFICATION OF THE PROBLEM

Young pupils are the backbone of the society. They play an important role in progress because they are future of the society and education plays a vital role in shaping these nation builders. Education brings changes in human being so that he may become an able and active member of the society. Along with the overall development of the personality of the child, it has also become necessary that character, well mannered ideal citizens should be developed through education. In the world based on science and technology and progressing toward modernization the present academic world is best with a number of problems. Students unrest is prominent among them and has become a common phenomenon. Although there are number of colleges throughout the country which basically cater to need of academic achievement of students yet students face a number of difficulties in their
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way of getting education of personal values. People who dont know their values tend to wander around, bouncing from one thing to another, trying to find themselves. Theyre like puppets pulled along without any clear direction. The main motive of the researcher is to find out the level of such personal values. The researcher should be interested in doing a systematic study of the life of prospective teachers. The social attitude and personality of the prospective teachers under goes a change in college time. From where, when, why and how these personal values arise in college and what are the solution adopted by college staff, lectures and parents to improve these values. So this is the main reason due to which the researcher selected the study on personal values of prospective teachers.

1.3 STATEMENT OF THE PROBLEM

The title of the study can be stated as: "A study of Personal Values among Prospective Teachers."

1.4 OPERATIONAL DEFINITION OF THE TERMS USED PERSONAL VALUES

Personal values are those standards that you set for yourself to live by. Since these values vary individual by individual, they are "personal" and can include many things. Religion, morals, and ethics play a part in personal values.

PROSOPECTIVE TEACHERS
Prospective teachers refer to those students who are studying in different Colleges of Education affiliated to Kurukshetra University, Kurukshetra.

1.5 OBJECTIVES
To study the personal values among Prospective Teachers. To find the significant difference between Personal Values of Male and Female Prospective Teachers. To find the significant difference between Personal Values of Science and Humanities stream Prospective Teachers. To find the significant difference between Personal Values of Graduate and Post Graduate Prospective Teachers.

1.6 HYPOTHESES
There exists no significant difference between Personal values of Male and Female Prospective Teachers. There exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers. There exists no significant difference between Personal values of Graduate and Post Graduate Prospective Teachers.

1.7 DELIMITATIONS OF THE STUDY

The study was restricted to 120 prospective teachers only.

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The study was delimited to one variable i.e. Personal Value. The study was restricted to only one district i.e. Yamuna Nagar.

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CHAPTER-2 REVIEW OF LITERATURE

2.0 INTRODUCTION
Survey of related literature is the foundation stone of research. It is worth to survey the work which has already been done in a particular field because it furnishes the investigator with a necessary sequence of knowledge in the concerned field. Beside, it also assists in obtaining clear comprehensive study of various aspects and implications pertaining to the research studies. While avoiding the work of duplication, it reveals the facts which had remained untouched, unexpected and unexplored in the previous researchers. The study of related Literature seems as a light post not only with regard to the quantity of work done in the field but also enables the investigator to perceive the gaps and lacuna in the concerned field of research. In other terms, survey of related literature means to locate, to read and to evaluate the past as well as the current literature of research concerned with the project undertaken. Therefore, the study of related literature can never be ignored in any type or research. Mouley (1964) states, The review of the related Literature is an

exacting task, calling for a deep insight and clear perspective of the overall fieldthe review of literature promotes a greater understanding of the problem and its crucial aspect and ensures the avoidance of unnecessary duplication . The published material is a fruitful source of hypotheses. So to save ones human and non- human resources, one should undertake a detailed and penetrating study of all the literature available. The main purpose of survey of related literature is not merely compilation but an analytical review of the various study sources. The related study stimulates and
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encourages the investigator to go deep into the intricacies of the problems and also enables to derive respective conclusion. In the light of the significance of the related literature, it is indispensable for the investigator to conduct a survey of the related literature.

FUNCTIONS OF THE REVIEW OF LITERATURE

To provide a conceptual frame of reference for the contemplated research. To provide an understanding of the status of research in problem area. To give clues to the research approach, method, instrumentation and analysis. To give an estimate of the probability of success of the contemplated research and the significance or usefulness of the findings and, assuming the decision is made to continue. To give specific information required to interpret the denomination, assumptions, and limitations hypotheses of research.

2.1 RELATED REVIEWS

Kaushal and Janjhua (2011) examined the personal values and performance values of the individuals with respect to the profession, gender, age and marital status. The finding of the study was that the manager has shown higher inclination for the personal values operation, advancement and achievement. Males have revealed higher preference than their counter parts for the personal values achievement and advancement. Whereas females have shown higher inclination than their counter parts for the personal values autonomy, power and recognition. Volk, Thoni and Ruigrok (2011) conducted a study on Personality, personal values and cooperation preferences in public goods games: A longitudinal study. A
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variant of the four player one-shot public goods game was administered to classify participants cooperation preferences, along with measures of the Big -Five personality dimensions and Rotechs terminal values. Result revealed that, when considered independently, Agreeableness and prosaically values were indicative preferences for cooperation. However, when considered simultaneously, only Agreeableness emerged as a significant predictor of cooperation preferences. The findings were interpreted in terms of how personality and personal values jointly impact economic behavior. Pandurang (2010) conducted a study on Higher Secondary School Personal value Pattern: A Study the entire spectrum of values. 1. Value pattern of students changes due to locality. 2. Value pattern of students changes due to Gender. 3. Value pattern of rural and urban students is significantly different. Rassin (2010) conducted a study to measure professional and personal values among nurses, and to identify the factors affecting these values. The participants were 323 Israeli nurses, who were asked about 36 personal values and 20 professional values. The results assisted in understanding the motives of nurses with different characteristics and help to promote their work according to professional ethical values. Akengin, Tuncel, Sirin, et. al (2009) conducted a comparative study on value ranking of the Turkish teaching department students in two universities. In this study, determining of two university's female and male student's value understandings is aimed. This study was limited to 294 students who received education on "Turkish Teaching" at University of Marmara in Istanbul and University of East Mediterranean in Northern Cyprus. Descriptive model is preferred as method in this research. Rokeach Values Survey was used to collect the data in the study. In addition, semi-standardized interview form was applied to
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students. The data of research was compared as values analysis between Marmara University and Eastern Mediterranean University. The results according to the data of this research are both of university's students accept "family security", "a world of peace" and "wisdom" as important guiding principles in their life. Students who received education at Marmara University give importance to "salvation" than students who received education at East Mediterranean University. Students who received education at Marmara University give importance to "social recognition" than students who received education at East Mediterranean University. Students who received education at East Mediterranean University give importance to "equality" than students who received education at Marmara University. Students who received education at Marmara University give importance to "nationality security" than students who received education at East Mediterranean University. When they were compared as instrumental values, both of university students were shown different attitudes at all the items. Shamsul, Warchal, and Masuchi et. al. (2009) conducted a study on values of teacher and student perceptions in four countries. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional but also ranked narcissism and other worldliness as third and fifth preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers value preferences were also functional, except for narcissism which they ranked as

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fifth. Student and teachers in the four countries sample indicated preferences for values identified as functional with few exceptions. David (2009) studied personal values and performance in team: An individual and team level analysis. Two studies involving 107 undergraduate and 54 MBA teams were conducted to examine the effects of personal values on the performance of individual team members and on the performance of the team as a whole. Values with clear relevance to teams and to work were selected for the studies. To capture the relative importance of these values, they were measured within the context of a broader set of personal values. At the individual level, the importance students ascribed a sense of accomplishment had a significant, but unexpected negative, relationship with individual peer-evaluated performance. Students prior performance outside their teams had a stronger positive relationship with in-team performance than did their personal values. At the team level, the average importance team members assigned the value of equality had a positive relationship with team performance. The average level of students prior performance was also related to team performance, but the average importance given to the value equality was a stronger predictor of this fundamental team outcome. Girladi and Ikeda (2008) conducted a study on what personal value dimensions emerge from a group of Brazilian executive and which one is the most important? In this study, the personal value dimension found were civility, whereas the least important values were those related to conformity. Roy (2008) conducted a study on personal and cultural value. This study analyzes American, Vietnamese and Japanese personal values. Ethnographers find large differences in values between cultures, yet empirical surveys found relatively small differences in personal values between cultures.
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Lan et al.

(2008) examined relationship between Personal Value and Moral

Reasoning of undergraduate business students. These two factors were measured using the Schwartz personal values questionnaire and the defining issue test 2. No. stastically significant differences in levels of moral reasoning, ranking of values and value types could be attributed to gender. The relationships were not only internally consistent but also consistent with the model of values based on motivational goals. Lan, Ma, Cao and Zhang (2008) compared Personal Values of Chinese Accounting Practitioners and Student. A total of 454 accounting practitioners and 126 graduate accounting students participated in the study. The results revealed that Healthy, Family Security, Self-Respect, and Honoring of Parents and Elders were the top four values for both accounting practitioners and accounting students, although these values were not ranked in the same order. Liu, et.al (2006) conducted a study on personal values and involvement in problem behavior among Bahamian early adolescent. The data used in these analyses were from the baseline assessment of a school base HIV risk reduction intervention being conducted and evaluated among 6 th grade students and one of their parents across of 9 elementary schools in. The Bahamas, among 785 students, 47% of the students reported at least one problem behavior. More boys (54%) reported having one or more problem behaviors than girls (41%). The result of multilevel modeling indicated that boys with a higher level of self enhancement and girls with a higher level of self openness to change and a lower level of conservation were more likely to report engagement in problem behavior. Aysel , Sevtap and Bilsen (2005) examined decision making styles and personal values of young people. This study aimed to investigate the relationship between values and decision making styles. Data were obtained from students of Turkeys
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Ataturk, University Basnia Herzegovia Zeneca University and Kyrgyzstan Manas University. As a result of the analysis, it was found that young people values are effective on decision making styles. Arambewela, Hall and Hede (2005) conducted a study on Personal values of international postgraduate students from Asia: a cross cultural study. The results indicated significant differences in personal values amongst the student cohorts, which suggested that Universities may need to adopt different approaches in servicing international students. Florian (2004) conducted a study on Conditions of university students? Motivation and Study Interest. The data of a cross-disciplinary sample of undergraduate students of the University of Cape Town (UCT), South Africa (N=350) were analyzed. The results revealed that most of the students were motivated on an intrinsic and identified level, and that they were provided with medium individual study interest. Further results of a cluster analysis demonstrated that 35% of the students were regulating their learning processes simultaneously on an interjected, identified and intrinsic level; only 28%were more externally regulated. Jung-Soo, et.al (2003) conducted a study on Cross-cultural differences in decision-making styles: A study of college students in five countries. The major goal of this study was to explore cultural differences in decision-making styles of college students from five countries: Korea, Japan, China, the United State, and Canada. The findings of the study revealed that culture may not be a stagnant phenomenon, and more variables should be explored to accurate cultural differences in decision-making styles. OCass (2001) conducted an exploratory study of the influence of personal values on purchase decision & advertising involvement. The discriminate analysis results
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indicated that different values do in fact contribute differentially to a consumers purchase decision and advertising involvement in fashion clothing. As such, there are distinct differences found in the discriminating values for males versus females for involvement in the purchase decision and communications for fashion clothing. To summarize, the series of analyses clearly indicated that values have distinct dimensions that are of importance in the formation of purchase decision involvement and advertising involvement. Specific values showed a notable and differing influence on the two forms of involvement. Marketers need to consider the specific influence of values on purchase decision versus advertising involvement. For purchase decision the important discriminating values were preserving image, excitement, fun and enjoyment and security. However, for advertising involvement key values were preserving image, self-respect and independence. More importantly, the values of males and females impacted significantly and differently on involvement. For purchase decision involvement key values for males were excitement, influential and negatively curiosity. For females it was preserving image and excitement. The impact of values on advertising involvement also differed by gender, with males key values being influential and for females they were, preserving image and sense of belonging. Mccarty and Shrum (2000) conducted a study on the Measurement of Personal Values in Survey Research: A Test of Alternative Rating Procedures. Two experiments were conducted via mail surveys to general population samples to test alternative rating methods designed to increase differentiation and reduce endpiling in the rating of personal values. The results suggested that a procedure in which respondents first pick their most and least important values, then rate them (most-least), provides more differentiation and less end-piling than a simple rating procedure (rate-only). Increased differentiation for the most-least method
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influenced the fit of latent structure and resulted in more robust relations between the values ratings and other criterion variables. These results generalized across type of values scale, number of values rated, and number of rating points. Daghfous, Petrof and Pons (1999) conducted a study on Values and adoption of innovations: a cross-cultural study. The results of this study suggested that individual values have a significant impact on consumers inclinations to adopt new products. In multi-ethnic heterogeneous markets, segmenting consumers according to their values should be an important tool in the strategic kit of marketing managers. Meral and Tezer (1998) investigated the value orientations of optimists and pessimists and the value structures of each group. The life Orientation Test and the Rokeach Value Survey were administered to 285 university students in Ankara, Turkey. Results indicated that there were differences in the value orientations of optimists and pessimists. The examination of value structures of optimists and pessimists revealed that optimists were likely to give priority to self-expansion, while pessimists tended towards self-restriction. Choi (1991) conducted a study on a four year study of the personal and inter personal value systems of freshman nursing students at Yonsei University. The total sample was 358 students and data were collected during March of each of per years. The result of this study revealed that there was a higher score on values for Y University freshman than shown for freshman in other universities reported from other research. Sharon, et.al. (1991) conducted a study on personal values and gift giving behaviors. In this study, 240 students from the United States and 82 oriental students were served utilizing the list of values scale and two gift giving scales. The two hypothesis assessed were confirmed. Individual in active, social value
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segment reported higher levels of gift-giving saw well greater exertion of efforts in gift selection than did individual in passive non social value segment. Schank et.al (1989) examined values of baccalaureate nursing students and graduate nurses from a secular and a non secular program. This study examined the relationship between professional values of senior baccalaureate nursing students and graduate nurses compared to the values reflected in the code for Nurses. A questionnaire was completed by 199 students and graduates of a secular and a non secular university. Data were analyzed using content analysis, frequency distributions, and multivariate procedures. Findings indicated that values identified most frequently by all respondents related to patient care issues rather than social issues of the profession. Analyses revealed no significant difference in value identification between respondents from the secular and the non secular institutions. Implications for nursing education, nursing service, and future research are also discussed. Adams, Peterson, and Schwind, (1988) conducted a study on personal value systems of Japanese trainees and managers in changing competitive system. Foreign students and foreign managers held more pro-American work values than either Japanese managers or trainees. Finally for the Japanese respondents, there was some evidence of specific shifts away from the Japanese employment system in the areas of the noncom compensation and promotion system in their organization. Senn (1984) studied the influence of Personal Values and Self Concept on the Selection of an Academic Major. To examine the interrelationships among undergraduate students interests and values, their self concepts, and their choice of an academic major 298 college students (116 males, 182 females) completed a self-report questionnaire, the Tennessee Self-Concept Scale, and the Allport21

Vernon-Lindzey study of Values. An analysis of the results revealed that students whose current major was the same as their desired major scored significantly higher on total self-concept than did students who reported a discrepancy between their current and preferred major. A significant interaction between risk and selfconcept revealed that low risk students scored lower than high risk students on social and personal self-concept. High risk students reported higher values in the social realm, while low risk students reported higher theoretical values. Sex by self-concept interaction revealed that females scored high on the moral-ethical self, family self and social self, while males scored higher in the areas of physical and personal self. Males scored highest on economic, political, and theoretical values, while females were highest on aesthetic, religious and social values. Finally, males in this study had changed their majors more frequently than had females, but tended to exhibit a greater consistency between their personal values and choice of an academic major. William (1983) conducted a study on comparative study of the personal value system of collegiate business student, faculty and business leaders. There were 11 of 36 significant differences between seniors and faculty, 10 between faculty and business leaders, and 19 between seniors and business leaders

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CHAPTER-III PLAN AND PROCEDURE 3.0 INTRODUCTION

Plan and Procedure employed in an investigation determines its destiny. It constitutes an important part of research. Any research project cant be completed without proper thinking and planning. It is the character of the techniques of research on which the degree of prediction, objectivity, reliability and validity of results depends. The selection of adequate methods, tools and techniques is very difficult problem and profound consideration in respect of time, cost, ability, experience and the need of investigation procedure for any study is decided upon before starting the project. Methodology means describing method and procedure of conducting research. In methodology part, a researcher describes method and procedures which he will be adopting for conducting research problem. The aim of present study was to study the Personal Values among Prospective Teachers so, the method and procedure was designed by keeping in mind the aim of present study. The present chapter is devoted to the description of the method and procedure adopted in this study. This has been carried out under the following sections: 1. Research Method 2. Population 3. Sample 4. Tools used 5. Procedure of data collection 6. Statistical technique
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3.1 RESEARCH METHOD

Methodology is the anchor sheet of any research proposal. It is the procedure that has to be adopted and decided upon before starting work on it. There are many methods of collecting analyzing and reporting research data. The decision about the methods depends upon the nature of the problem and objectives to be achieved. There are basically three different types of methods in educational research. 1. Historical method 2. Experimental method 3. Normative method

Historical method
Historical method is used to establish connection and relationship among past events and facts and arriving at conclusion. The purpose of historical research is to develop full and complete understanding of past events so as to interpret the present day happenings.

Experimental methods
This method is known as scientific inquiry methods. This is most precise, accurate and reliable method. An experimental method is the most classical methods borrowed by social science from physical science or life science.

Normative method
It is also known as descriptive survey method as it deals with what is? i.e. it is methods of investigation to study describe and interpret what exist at present.
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The investigator adopted the descriptive research methods because this method was considered to be more suitable and appropriate for the simple problem.

3.2 POPULATION
The term population in research is used in broader sense. The entire group from which the sample has been selected is called as the population. That group may consist of person, objects, attributes, qualities, behavior of people and animals, cities, families, answer to various items of a test. According to nature and scope of the research in hand a population should be well defined in terms of geographical limits, age, grade, sex, category, social economic status, psycho- social behavior. The population of present study constituted all prospective teachers of Yamuna Nagar district.

3.3 SAMPLE AND SAMPLING TECHNIQUE

A sample is a miniature picture of the entire group. A sample, in other words, is a smaller representation of a larger whole. It is often desirable to use sampling to reduce expenditure, save time and energy, permit measurement of greater scope or produce greater precision on the basis of relatively small proportion to population. In present study, a total sample of 120 prospective teachers from different colleges of Education of Yamuna Nagar district was selected by using simple random sampling technique.

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TABLE NO. 3.1 COLLEGE WISE DISTRIBUTION Sr. No. 1 2 3 4 5 S.N. College of Education, Jagadhri. Ch. Devi Lal College of Education, Jagadhri. Swami Vivekananda College of Education, Jagadhri Shri Guru Harkrishan College of Education,Jagadhri S.N. College of Education, Yamuna Nagar Name of the school No. of the students 25 25 25 25 20

3.4 TOOLS USED

Tools are the means for collecting data. A researcher may require many data gathering tools or techniques which may vary in their complexity, design, administration and interpretation and is dependent upon variable considerations such as objectives of the study, hypotheses of the study, availability of time and tools. The investigator used Personal Value questionnaire (G. P. Sherry and R. P. Verma) for collecting the data.

Personal Value questionnaire by G. P. Sherry and R. P, Verma

The inventory contains total 40 items under the ten categories (a) Religious Value, (b) Social Value, (c) Democratic Value, (d) Aesthetic Value, (e) Economic

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Value, (f) Knowledge Value, (g) Hedonistic Value, (h) Power Value, (i) Family Prestige Value, (j) Health Value.

Reliability
Reliability of a tool is generally defined as the ratio of true variance to the scores (Guilford). The error variance component of the scores generated by a perfectly reliable tool is zero and there is no error of measurement. Hence reliability is one of the most important characteristics of a tool which denotes how accurately the measures whatever it measures. Two indices of reliability of the PVQ were found out. Firstly, its reliability was determined by Hoyts method using analysis of variance which method is as efficient as Kuder Richardsons but less cumbersome. Secondly, two test -retest reliabilities were determined one after an interval of 11 month and the other of 2 months. Thus three sets of reliability coefficient for the PVQ are available.

Evaluation of the Reliability Coefficient

It may be observed that the reliability coefficient obtained after a time gap of 3 months are fairly high. The well conceptualized religious and family prestige values have reliability coefficient of .82 and .85 respectively. The lowest reliability is for the power value .58. The reliability coefficients for other scales are in the neighborhood of .60. Now higher reliability coefficients increase the precision of measurement by reducing its standard error. But the measurement in the field of non intellective personality variables cannot be as precise as that in the field of intelligence or achievement. Guilford (1954; p.388) says that the tools should be

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chosen even though their reliability may be order of only .50. Judged from this consideration the reliability of PVQ seems to be good.

TABLE-3.2 Indices of Reliability of PVQ Sr.No. Values Test-retest Reliability Time gap 11 months (N=48) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Religious value Social value Democratic value Aesthetic value Economic value Knowledge value Hedonistic value Power value Family prestige value Health value .52 .45 .62 .47 .67 .59 .61 .55 .57 .53 Time gap 3 months (N=25) .82 .66 .57 .65 .70 .63 .54 .53 .85 .64 Analysis variance reliability (N=50) Standard error of measurement

.64 .47 .48 .56 .70 .50 .63 .60 .67 .52

1.6 1.9 2.4 1.8 2.0 2.2 2.0 2.1 1.6 2.2

Analysis of variance method of determining reliability yielded reliability coefficients ranging from .47 for social value to .70 for the economic value. These
28

indices of reliability of the different scales of values of PVQ are also satisfactory. In evaluating the reliability coefficients the facts that they depend on the heterogeneity of the sample and that high internal consistency is neither possible nor desirable when the variables measured from a battery to predict some criterion behavior should be borne in mind. Therefore, standard error of measurement or standard error of score was calculated because this statistics compensated for the effect of variability of the variable in the sample. The last column gives the measure of the statistic for the ten values. It can be seen that the standard error of score for all the values becomes 2 on being rounded. The error of 2 score units may be consider small when the scores can vary from 0 to 24. It is, therefore, conducted that the PVQ is a reliable tool to measure complex variables such as values.

Validity
Validity of a tool is generally defined as its capacity to measure what it purports to measure. The PVQ is designed to measure the personal values. Hence the evidence of validity of PVQ lies in the fact that an individuals score on a value, e.g., religious value, as found by means of it, is truly the index of his conception of desirability of religious motivation in marking choices from among the available alternative in relevant situations. It may be stated that the evidences of validity of a tool accumulate in the course of its usage in different studies. Several concurrent evidences of validity of a tool are necessary to justify the claim for it. As yet only following empirical evidences of the validity of PVQ have accumulated.

29

Validity via Correlation

Although validity coefficient are liable to be deceptive and should not be accepted yet they prove to be useful indices of validity if the heterogeneity of sample and other factors are kept in view in obtaining them. The validity of PVQ was obtained by finding out the hierarchy of values of sample of 20 Science prospective teachers in two ways. Firstly they were administered PVQ and the hierarchy of their ten values was determined. Then they were asked to rank the ten values. The ten values were functionally defined in terms of the contents of the PVQ. The two hierarchies were correlated and the rank order coefficient of correlation of .64 was found. This correlation is significant at .05 level (df =8). Thus it is may be said that the PVQ is a fairy valid tool to determine the hierarchy of values of a group. It may be remarked here that the foregoing evidence of the validity of PVQ are fairly strong.

Scoring of the PVQ

The responses are to be scored as follows: (1) 2 for a check mark showing the most preferred value under the stem. (2) 0 for a cross showing the least preferred value under the stem. (3) 1 for the blank or unmarked item showing the intermediate preference for the value.

3.5 PROCEDURE OF DATA COLLECTION

After selecting the sample and deciding the tools and techniques for data collection, arrangement was then made to carry out the administration of tests in
30

the institutions. The investigator visited all the colleges personally for the administration of tools and collection data. The principal were contacted for this purpose in advance. The whole plan of the administration of test was settled with them. The time for the work was sought during the working hours. Three days before the beginning the task of data collection, the investigator again contacted all the Principal, teachers and requested them that the being a research worker, all the possible facilities are provided for the successful completion. The Principal and concerned teacher helped the investigator in every respect and made suitable arrangements for the conduct of the study. They agreed to leave the students at the disposal of the investigator. The investigator reached the institution a little before the scheduled time and met the teacher through Principals. The investigator explained the whole of the programme and purpose of the study to the teacher as well. Seating arrangement was made. The investigator established rapport with the prospective teachers and told frankly that was not an ability test or academic test so the prospective teachers should feel comfortable and open minded while giving their responses. The prospective teachers were given test instructions in detail. During the test, the researcher explained the meaning of difficult words to the prospective teachers from time to time. The researcher was very cautious about omitting questions. Therefore, helped the prospective teachers and requested them to answer the question patiently and carefully. The investigator discourages the tendency to change answers in this way. The investigator collected the tests together and thanked the prospective teachers and their teachers for their kind cooperation. The same procedure was followed in other institutions.

31

3.6 STATISTICAL TECHNIQUES USED

Statistics is a mathematical technique or process of gathering describing, organizing, analysis and interpreting numerical data. For the present study the investigator used Mean, Standard Deviation and t test to analyze the data.

32

CHAPTER- 4 ANALYSIS AND INTERPRETATION OF DATA 4.0 INTRODUCTION

After the data are collected, these must be processed and analyzed to draw proper inferences. The data may be adequate, valid and reliable to any extent, it do not serve any worthwhile purpose unless it is carefully edited, systematically classified and tabulated, scientifically analyzed , intelligently interpreted and rationally concluded. Francis Rammed 1974, has said, The analysis and interpretation of data involves the objectives material in the possession of the researcher and his subjective reactions and desires to derive from the data the inherent meanings in their relation to the problem. To avoid making conclusion or interpretations from insufficient or invalid data, the final analysis must be anticipated in detail when plans are being made for collecting information. The problem should be analyzed in detail to see what data are necessary in its solution and to be assured that whether or not the factors chosen for study will satisfy all the conditions of the problem and if the sources to be used will provide the requisite data. Analysis involves breaking up of the complex factors into simpler parts and putting them in new arrangement for the purpose of interpretation. Interpretation calls for the critical examination of results of ones analysis in the light of the limitations of the gathered data. Both analysis and interpretation helps the researcher in future to attach related problems with appropriate statistical technique, which reduces unnecessary labor.

33

Hence in this chapter, the data gathered so far been analyzed through proper statistical techniques and result have been interpreted. Analysis and interpretation of the result is presented in following table.

Hypothesis-1 There exists no significant difference between Personal Values of Male and Female Prospective Teachers.

TABLE-4.1

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF PERSONAL VALUES OF MALE AND FEMALE PROSPECTIVE TEACHERS Variable Personal Value Groups Male Female N 60 60 Mean 227.19 227.53 SD 15.33 18.67 tratio 0.10 Level of significance Not significant

It is shown from the table 4.1 that the mean scores of male and female prospective teachers on personal values are 227.19 and 227.53 with S.Ds 15.33 and 18.67 respectively. The t-ratio came out to be 0.10 which is not significant at any level of significance. That means there is no significant difference between the personal values of male and female prospective teachers. However the mean scores of female prospective teachers are higher than male prospective teachers. It implies that the female prospective teachers have more personal values than the male prospective teachers. Thus, the hypothesis-1 that there exists no significant

34

difference between the personal values of Male and Female Prospective Teachers is retained.

227.6 227.5 Mean Scores 227.4 227.3 227.2 227.1 227 Male Stream 227.19

227.53

Female

Figure-4.1 showing the mean scores of Personal Values of Male and Female prospective teachers

Table No. 4.2

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON RELIGIOUS VALUE DIMENSION OF PERSONAL VALUES Variable Religious Value Groups Male Female N 60 60 Mean 11.30 11.73 SD 2.94 3.37 tratio 0.60 Level of significance Not significant

35

It is shown from the table No. 4.2 that the mean scores of Male and Female Prospective Teachers on Religious Value dimension of personal values are 11.30 and 11.73 with S.Ds 2.94 and 3.37 respectively. The t-ratio came out to be 0.60 which is not significant at any level of significance. That means there is no significant difference between Religious Value dimension of personal values of male and female prospective teachers. However, the mean score of Female prospective teachers is more than Male prospective teachers on Religious Value dimension. It implies that the religious value of female prospective teachers is more than male prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Religious Value is accepted.

Table No. 4.3

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON SOCIAL VALUE DIMENSION OF PERSONAL VALUES Variable Social Value Groups Male Female N 60 60 Mean 13.28 12.95 SD 3.37 3.24 tratio 0.43 Level of significance Not significant

It is shown from the table No. 4.3 that the mean scores of Male and Female Prospective Teachers on Social Value dimension of personal values are 13.28 and 12.95 with S.Ds 3.37 and 3.24 respectively. The t-ratio came out to be 0.43 which is not significant at any level of significance. That means there is no significant difference between Social Value dimension of personal values of male
36

and female prospective teachers. However, the mean score of male prospective teachers is higher than female prospective teachers on Social value dime nsion. It implies that the Social value of male prospective teachers is more than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Social Value is accepted.

Table No. 4.4

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON DEMOCRATIC VALUE DIMENSION OF PERSONAL VALUES Variable Groups N Mean SD tratio 1.20 Level of significance Not significant

Democratic Male Value Female

60 60

12.58 12

2.66 2.67

It is shown from the table No.4.4 that the mean scores of Male and Female Prospective Teachers on Democratic Value dimension of personal values are 12.58 and 12 with S.Ds 2.66 and 2.67 respectively. The t -ratio came out to be 1.20 which is not significant at any level of significance. That means there is no significant difference between Democratic Value dimension of personal values of male and female prospective teachers. However, the mean score of male prospective teachers is higher than female prospective teachers on Democratic value dimension. It implies that the Democratic value of male prospective
37

teachers is more than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Democratic Value is accepted.

Table No.4.5
SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON AESTHETIC VALUE DIMENSION OF PERSONAL VALUES

Variable Aesthetic Value

Groups Male Female

N 60 60

Mean 11.88 11

SD 2.69 2.81

tratio 1.56

Level of significance Not significant

It is shown from the table No.4.5 that the mean scores of Male and Female Prospective Teachers on Aesthetic Value dimension of personal values are 11.88 and 11 with S.Ds 2.69 and 2.81 respectively. The t-ratio came out to be 1.56 which is not significant at any level of significance. That means there is no significant difference between aesthetic Value dimensions of personal values of male and female prospective teachers. However, the mean score of male prospective teachers is more than female prospective teachers on Aesthetic value dimension. It implies that the Aesthetic value of male prospective teachers is more than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Aesthetic Values is retained.

38

Table No. 4.6

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON ECONOMIC VALUE DIMENSION OF PERSONAL VALUES

Variable Economic Value

Groups Male Female

N 60 60

Mean 12.06 11.51

SD 2.36 2.65

tratio 1.09

Level of significance Not significant

It is shown from the table No.4.6 that the mean scores of Male and Female Prospective Teachers on Economic Value dimension of personal values are 12.06 and 11.51 with S.Ds 2.36 and 2.65 respectively. The t -ratio came out to be 1.09 which is not significant at any level of significance. That means there is no significant difference between Economic Value dimension of personal values of male and female prospective teachers. However, the mean score of male prospective teachers is more than female prospective teachers on Economic value dimension. It implies that the Economic value of male prospective teachers is more than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Economic Value is retained.

39

Table No. 4.7

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON KNOWLEDGE VALUE DIMENSION OF PERSONAL VALUES

Variable

Groups

N 60 60

Mean 12.5 11.55

SD 2.66 2.78

tratio 1.93

Level of significance Not significant

Knowledge Male Value Female

It is shown from the table No.4.7 that the mean scores of Male and Female Prospective Teachers on Knowledge Value dimension of personal values are 12.5 and 11.55 with S.Ds 2.66 and 2.78 respectively. The t -ratio came out to be 1.93 which is not significant at any level of significance. That means there is no significant difference between Knowledge Value dimension of personal values of male and female prospective teachers. However, the mean score of male prospective teachers is more than female prospective teachers on Knowledge value dimension. It implies that the Knowledge value of male prospective teachers is more than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Knowledge Value is retained.

40

Table No. 4.8

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON HEDONISTIC VALUE DIMENSION OF PERSONAL VALUES Variable Hedonistic Value Groups Male Female N 60 60 Mean 12.50 12.43 SD 3.07 3.78 tratio 0.09 Level of significance Not significant

It is shown from the table No.4.8 that the mean scores of Male and Female Prospective Teachers on Hedonistic Value dimension of personal values are 12.50 and 12.43 with S.Ds 3.07 and 3.78 respectively. The t-ratio came out to be 0.09 which is not significant at any level of significance. That means there is no significant difference between Hedonistic Value dimension of personal values of male and female prospective teachers. However, the mean score of male prospective teachers is more than female prospective teachers on Hedonistic value dimension. It implies that the Hedonistic value of male prospective teachers is more than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Hedonistic Value is accepted.

41

Table No. 4.9

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON POWER VALUE DIMENSION OF PERSONAL VALUES

Variable Power Value

Groups Male Female

N 60 60

Mean 11.25 10.78

SD 3.01 3.08

tratio 0.69

Level of significance Not significant

It is shown from the table No.4.9 that the mean scores of Male and Female Prospective Teachers on Power Value dimension of personal values are 11.25 and 10.78 with S.Ds 3.01and 3.08 respectively. The t-ratio came out to be 0.69 which is not significant at any level of significance. That means there is no significant difference between Power Value dimension of personal values of male and female prospective teachers. However, the mean score of male prospective teachers is higher than female prospective teachers on Power value dimension. It implies that the Power value of male prospective teachers is more than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Power Value is accepted.

42

Table No. 4.10

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON FAMILY PRESTIGE VALUE DIMENSION OF PERSONAL VALUES

Variable Family Prestige Value

Groups Male Female

N 60 60

Mean 12.38 12.00

SD 2.00 2.04

tratio

Level of significance

0.83

Not significant

It is shown from the table No.4.10 that the mean scores of Male and Female Prospective Teachers on Family Prestige Value dimension of personal values are 12.38 and 12.00 with S.Ds 2.00 and 2.04 respectively. The t-ratio came out to be 0.83 which is not significant at any level of significance. That means there is no significant difference between Family Prestige Value dimension of personal value of male and female prospective teachers. However, the mean score of male prospective teachers is higher than female prospective teachers on Family Prestige value dimension. It implies that the Family Prestige value of male prospective teachers is better than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Family Prestige Value is accepted.

43

Table No. 4.11

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF MALE AND FEMALE PROSPECTIVE TEACHERS ON HEALTH VALUE DIMENSION OF PERSONAL VALUES Variable Health Value Groups Male Female N 60 60 Mean 11.40 10.78 SD 2.99 2.53 tratio 1.01 Level of significance Not significant

It is shown from the table No.4.11 that the mean scores of Male and Female Prospective Teachers on Health Value dimension of personal values are 11.40 and 10.78 with S.Ds 2.99 and 2.53 respectively. The t-ratio came out to be 1.01 which is not significant at any level of significance. That means there is no significant difference between Health Value dimension of personal values of male and female prospective teachers. However, the mean score of male prospective teachers is higher than female prospective teachers on Health value dimension. It implies that the Health value of male prospective teachers is better than female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Health Value is accepted. Thus, Hypothesis-1 that there exists no significant difference between Personal Values of Male and Female Prospective Teachers with respect to all the dimensions is accepted.

44

14 12 10 8 6 4 2 0

Mean scores

Male Female

Values

Fig.4.2 showing the Mean scores of Male and Female Prospective Teachers on the Ten Dimensions of Personal Values

Hypothesis-2 There exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers.

TABLE No. 4.12 SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON PERSONAL VALUES

Variable Personal Value

Groups Science Humanities

N 60 60

Mean

SD

tratio 1.44

Level of significance Not significant

458.45 26.11 450.45 36.22

45

It is shown from the table 4.12 that the mean scores of Science and Humanities stream prospective teachers on personal values are 458.45 and 450.45 with S.Ds 26.11 and 36.22 respectively. The t-ratio came out to be 1.44 which is not significant at any level of significance. That means there is no significant difference between the personal values of Science and Humanities stream prospective teachers. However, the mean scores of personal values of Science stream prospective teachers are higher than that of Humanities stream prospective teachers. It implies that the Science stream prospective teachers have more personal values than Humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the personal values of Science and Humanities stream prospective teachers is accepted.

460 458 456 Mean Scores 454 452

458.79

Science Humanities

450.45 450 448 446 Stream

Figure-4.3 Showing the mean scores of Personal Values of Science and Humanities stream prospective teachers.

46

Table No. 4.13

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON RELIGIOUS VALUE DIMENSION OF PERSONAL VALUES

Variable Religious Value

Groups Science Humanities

N 60 60

Mean 13.85 13.20

SD 2.35 3.16

tratio 1.04

Level of significance Not significant

It is shown from the table No. 4.13 that the mean scores of Science and Humanities stream Prospective Teachers on Religious Value dimension of personal values are 13.85 and 13.20 with S.Ds 2..35 and 3.16 respectively. The t-ratio came out to be 1.04 which is not significant at any level of significance. That means there is no significant difference between Religious Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Humanities stream prospective teachers is higher than Science stream prospective teachers on religious value dimension. It implies that the religious value of Humanities stream prospective teachers is more than Science stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Religious Values is accepted.

47

Table No. 4.14

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON SOCIAL VALUE DIMENSION OF PERSONAL VALUES

Variable Social Value

Groups Science Humanities

N 60 60

Mean 12.68 12.00

SD 3.61 2.72

tratio 0.94

Level of significance Not significant

It is shown from the table No. 4.14 that the mean scores of Science and Humanities stream Prospective Teachers on Social Value dimension of personal values are 12.68 and 12.00 with S.Ds 3.61 and 2.72 respectively. The t-ratio came out to be 0.94 which is not significant at any level of significance. That means there is no significant difference between Social Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Science stream prospective teachers is higher than Humanities stream prospective teachers on Social value dimension. It implies that the Social value of Science stream prospective teachers is more than Humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Social Values is accepted.

48

Table No. 4.15

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON DEMOCRATIC VALUE DIMENSION OF PERSONAL VALUES

Variable

Groups

N 60 60

Mean 12.63 12.35

SD 3.80 3.67

tratio 0.538

Level of significance Not significant

Democratic Science Value Humanities

It is shown from the table No. 4.15 that the mean scores of Science and Humanities stream Prospective Teachers on Democratic Value dimension of personal values are 12.63 and 12.35 with S.Ds 3.80 and 3.67 respectively. The t -ratio came out to be 0.538 which is not significant at any level of significance. That means there is no significant difference between Democratic Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Science stream prospective teachers is higher than Humanities stream prospective teachers on Democratic value dimension. It implies that the Democratic value of Science stream prospective teachers is more than Humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Democratic Value is retained.

49

Table No. 4.16

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON AESTHETIC VALUE DIMENSION OF PERSONAL VALUES Variable Aesthetic value Groups Science Humanities N 60 60 Mean 11.14 11.16 SD 2.93 2.81 tratio 0.049 Level of significance Not significant

It is shown from the table No. 4.16 that the mean scores of Science and Humanities stream Prospective Teachers on Aesthetic Value dimension of personal values are 11.14 and 11.16 with S.Ds 2.93 and 2.81 respectively. The t -ratio came out to be 0.049 which is not significant at any level of significance. That means there is no significant difference between Aesthetic Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Humanities stream prospective teachers is higher than Science stream prospective teachers on Aesthetic value dimension. It implies that the Aesthetic value of Humanities stream prospective teachers is more than Science stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Aesthetic Value is retained.

50

Table No. 4.17

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON ECONOMIC VALUE DIMENSION OF PERSONAL VALUES

Variable Economic Value

Groups Science Humanities

N 60 60

Mean 10.75 10.78

SD 3.65 3.24

tratio 0.03

Level of significance Not significant

It is shown from the table No. 4.17 that the mean scores of Science and Humanities stream Prospective Teachers on Economic Value dimension of personal values are 10.75 and 10.78 with S.Ds 3.65 and 3.24 respectively. The t-ratio came out to be 0.03 which is not significant at any level of significance. That means there is no significant difference between Economic Value dimen sion of personal values of science and humanities stream prospective teachers. However, the mean score of Humanities stream prospective teachers is higher than science stream prospective teachers on Economic value dimension. It implies that the Economic value of humanities stream prospective teachers is more than science stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Economic Value is accepted.

51

Table No. 4.18

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON KNOWLEDGE VALUE DIMENSION OF PERSONAL VALUES

Variable

Groups

N 60 60

Mean 12.60 12.50

SD 3.14 2.58

tratio 0.15

Level of significance Not significant

Knowledge Science Value Humanities

It is shown from the table No. 4.18 that the mean scores of Science and Humanities stream Prospective Teachers on Knowledge Value dimension of personal values are 12.60 and 12.50 with S.Ds 3.14 and 2.58 respectively. The t-ratio came out to be 0.15 which is not significant at any level of significance. That means there is no significant difference between Knowledge Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Science stream prospective teachers is higher than Humanities stream prospective teachers on Knowledge value dimension. It implies that the Knowledge value of Science stream prospective teachers is more than Humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Knowledge Value is accepted.

52

Table No. 4.19

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON HEDONISTIC VALUE DIMENSION OF PERSONAL VALUES

Variable Hedonistic Value

Groups Science Humanities

N 60 60

Mean 11.95 11.70

SD 2.79 2.95

tratio 0.38

Level of significance Not significant

It is shown from the table No. 4.19 that the mean scores of Science and Humanities stream Prospective Teachers on Hedonistic Value dimension of personal values are 11.95 and 11.70 with S.Ds 2.79 and 2.95 respectively. The t-ratio came out to be 0.38 which is not significant at any level of significance. That means there is no significant difference between Hedonistic Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Science stream prospective teachers is higher than Humanities stream prospective teachers on Hedonistic value dimension. It implies that the Hedonistic value of science stream prospective teachers is more than humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Hedonistic Value is accepted.

53

Table No. 4.20

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON POWER VALUE DIMENSION OF PERSONAL VALUES Variable Power Value Groups Science Humanities N 60 60 Mean 10.49 11.07 SD 3.21 3.24 tratio 1.271 Level of significance Not significant

It is shown from the table No. 4.20 that the mean scores of Science and Humanities stream Prospective Teachers on Power Value dimension of personal values are 10.49 and 11.07 with S.Ds 3.21and 3.24 respectively. The t -ratio came out to be 1.271 which is not significant at any level of significance. That means there is no significant difference between Power Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Humanities stream prospective teachers is higher than Science stream prospective teachers on Power value dimension. It implies that the Power value of Humanities stream prospective teachers is more than Science stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Power Value is retained.

54

Table No. 4.21

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON FAMILY PRESTIGE VALUE DIMENSION OF PERSONAL VALUES

Variable Family Prestige Value

Groups Science Humanities

N 60 60

Mean 13.83 13.78

SD 2.72 3.09

tratio 0.076

Level of significance Not significant

It is shown from the table No. 4.21 that the mean scores of Science and Humanities stream Prospective Teachers on Family Prestige Value dimension of personal values are 13.83 and 13.78 with S.Ds 2.72 and 3.09. The t-ratio came out to be 0.076 which is not significant at any level of significance. That means there is no significant difference between Family Prestige Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Science stream prospective teachers is higher than Humanities stream prospective teachers on Family Prestige value dimension. It implies that the Family Prestige value of Science stream prospective teachers is more than Humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science stream and Humanities stream prospective teachers with respect to dimension Family Prestige Value is accepted.

55

Table No. 4.22

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF SCIENCE AND HUMANITIES STREAM PROSPECTIVE TEACHERS ON HEALTH VALUE DIMENSION OF PERSONAL VALUES

Variable Health Value

Groups Science Humanities

N 60 60

Mean 11.81 11.22

SD 3.25 3.07

tratio 1.319

Level of significance Not significant

It is shown from the table No. 4.22 that the mean scores of Science and Humanities stream Prospective Teachers on Health Value dimension of personal values are 11.81 and 11.22 with S.Ds 3.25 and 3.07 respectively. The t -ratio came out to be 1.319 which is not significant at any level of significance. That means there is no significant difference between Health Value dimension of personal values of science and humanities stream prospective teachers. However, the mean score of Science stream prospective teachers is more than Humanities stream prospective teachers on Health value dimension. It implies that the Health value of Science stream prospective teachers is more than Humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Health Value is retained. Thus, Hypothesis-2 that there exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers with respect to all the dimensions is accepted.
56

16 14 12 10 8 6 4 2 0

Mean scores

Science Humanities

Values

Fig. 4.4 showing the Mean scores of Science and Humanities Stream Prospective Teachers on the Ten Dimensions of Personal Values.

Hypothesis-3 There exists no significant difference between Personal Values of Graduate and Post Graduate Prospective Teachers.

57

TABLE No. 4.23 SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON PERSONAL VALUE Variable Personal Value Groups Graduate Post Graduate It is shown from the table 4.23 that the mean scores of Graduate and Post graduate prospective teachers on personal values are 228.49 and 227.09 with S.Ds 14.87 and 18.61 respectively. The t-ratio came out to be 0.45 which is not significant at any level of significance. That means there is no significant difference between the personal values of Graduate and Post graduate prospective teachers. However the mean scores of personal values of Graduate prospective teachers are higher than of Post Graduate prospective teachers. It implies that the Graduate prospective teachers have more personal values than the post Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal Values of Graduate and Post Graduate Prospective Teachers is accepted. N 60 60 Mean 228.49 SD 14.87 tratio 0.45 Level of significance Not significant

227.09 18.61

58

229 228.5 228 227.5 227.09 227 226.5 226 Graduate Stream Postgraduate 228.49

Figure-4.5.Showing the mean scores of Personal Values of Graduate and Post graduate prospective teachers

Mean Scores

59

Table No. 4.24

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON RELIGIOUS VALUE DIMENSION OF PERSONAL VALUES Variable Religious Value Groups Graduate Post Graduate It is shown from the table No. 4.24 that the mean scores of Graduate and PostGraduate Prospective Teachers on Religious Value dimension of personal values are 11.70 and 12.53 with S.Ds 2.57 and 2.91 respectively. The t-ratio came out to be 1.34 which is not significant at any level of significance. That means there is no significant difference between Religious Value dimension of personal values of graduate and post graduate prospective teachers. However, the mean score of Post Graduate prospective teachers is higher than Graduate prospective teachers on Religious value dimension. It implies that the Religious value of Post Graduate prospective teachers is more than Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Religious Value is retained. N 60 60 Mean 11.70 12.53 SD 2.57 2.91 tratio 1.34 Level of significance Not significant

60

Table No. 4.25

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON SOCIAL VALUE DIMENSION OF PERSONAL VALUES Variable Social Value Groups Graduate Post Graduate It is shown from the table No. 4.25 that the mean scores of Graduate and Post Graduate Prospective Teachers on Social Value dimension of personal values are 11.35 and 10.28 with S.Ds 2.91 and 2.97 respectively. The t-ratio came out to be 1.63 which is not significant at any level of significance. That means there is no significant difference between Social Value dimension of personal values of graduate and post graduate prospective teachers. However, the mean score of Graduate prospective teachers is higher than Post Graduate prospective teachers on Social value dimension. It implies that the Social value of Graduate prospective teachers is more than Post Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Social Value is accepted. N 60 60 Mean 11.35 10.28 SD 2.91 2.97 1.63 Not significant tratio Level of significance

61

Table No. 4.26

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON DEMOCRATIC VALUE DIMENSION OF PERSONAL VALUES

Variable

Groups

N 60 60

Mean 11.65 12.05

SD 2.84 3.79

tratio

Level of significance

Democratic Graduate Value Post Graduate

0.66

Not significant

It is shown from the table No. 4.26 that the mean scores of Graduate and Post Graduate Prospective Teachers on Democratic Value dimension of personal values are 11.65 and 12.05 with S.Ds 2.84 and 3.79 respectively. The t -ratio came out to be 0.66 which is not significant at any level of significance. That means there is not significant difference between Democratic Value dimensions of personal values of graduate and post-graduate prospective teachers. However, the mean score of Post Graduate prospective teachers is higher than Graduate prospective teachers on Democratic value dimension. It implies that the Democratic value of Post Graduate prospective teachers is more than Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Democratic Value is retained.

62

Table No. 4.27

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON AESTHETIC VALUE DIMENSION OF PERSONAL VALUES Variable Aesthetic Value Groups Graduate Post Graduate It is shown from the table No. 4.27 that the mean scores of Graduate and PostGraduate Prospective Teachers on Aesthetic Value dimension of personal values are 13.26 and 12.76 with S.Ds 3.79 and 2.76 respectively. The t -ratio came out to be 0.61 which is not significant at any level of significance. That means there is not significant difference between Aesthetic Value dimensions of personal values of graduate and post-graduate prospective teachers. However, the mean score of Graduate prospective teachers is higher than Post Graduate prospective teachers on Aesthetic value dimension. It implies that the Aesthetic value of Graduate prospective teachers is more than Post Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respec t to dimension Aesthetic Value is retained. N 60 60 Mean 13.26 12.76 SD 3.79 2.76 0.61 Not significant tratio Level of significance

]
63

Table No. 4.28

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON ECONOMIC VALUE DIMENSION OF PERSONAL VALUES Variable Economic Value Groups Graduate Post Graduate It is shown from the table No. 4.28 that the mean scores of Graduate and PostGraduate Prospective Teachers on Economic Value dimension of personal values are 11.23 and 11.90 with S.Ds 2.80 and 2.95 respectively. The t-ratio came out to be 1.14 which is not significant at any level of significance. That means there is no significant difference between Economic Value dimensions of prospective teachers on personal values. However, the mean score of Post-Graduate prospective teachers is higher than Graduate prospective teachers on Economic value dimension. It implies that the Economic value of Graduate prospective teachers is more than Post Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Economic Value is retained. N 60 60 Mean 11.23 11.90 SD 2.80 2.95 1.14 Not significant tratio Level of significance

64

Table No. 4.29

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON KNOWLEDGE VALUE DIMENSION OF PERSONAL VALUES

Variable

Groups

N 60 60

Mean 11.14 12.35

SD 2.93 3.67

tratio

Level of significance Significant at

Knowledge Graduate Value Post Graduate

2.32

0.05 at level of significance

It is shown from the table No. 4.29 that the mean scores of Graduate and PostGraduate Prospective Teachers on Knowledge Value dimension of personal values are 11.14 and 12.35 with S.Ds 2.93 and 3.67 respectively. The t-ratio came out to be 2.32 which are significant at the 0.05 level of significance. That means there is significant difference between Knowledge Value dimension of personal values of graduate and post-graduate prospective teachers. However, the mean score of Post Graduate prospective teachers is higher than Graduate prospective teachers on Knowledge value dimension. It implies that the Knowledge value of Post Graduate prospective teachers is more than Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respec t to dimension Knowledge Value is rejected.

65

Table No. 4.30

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON HEDONISTIC VALUE DIMENSION OF PERSONAL VALUES

Variable Hedonistic Value

Groups Graduate Post Graduate

N 60 60

Mean 11.58 11.83

SD 2.48 2.49

tratio

Level of significance

0.45

Not significant

It is shown from the table No. 4.30 that the mean scores of Graduate and PostGraduate Prospective Teachers on Hedonistic Value dimension of personal values are 11.58 and 11.83 with S.Ds 2.48 and 2.49 respectively. The t-ratio came out to be 0.45 which is not significant at any level of significance. That means there is no significant difference between Hedonistic Value dimension of personal values of graduate and post-graduate prospective teachers. However, the mean score of Post-Graduate prospective teachers is higher than Graduate prospective teachers on Hedonistic value dimension. It implies that the Hedonistic value of Post-Graduate prospective teachers is more than Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Hedonistic Value is accepted.

66

Table No. 4.31

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON POWER VALUE DIMENSION OF PERSONAL VALUES

Variable Power Value

Groups Graduate Post Graduate

N 60 60

Mean 11.17 11.58

SD 2.98 2.79

tratio 0.79

Level of significance Not significant

It is shown from the table No. 4.31 that the mean scores of Graduate and PostGraduate Prospective Teachers on Power Value dimension of personal values are 11.17 and 11.58 with S.Ds 2.98 and 2.79 respectively. The t -ratio came out to be 0.79 which is not significant at any level of significance. That means there is no significant difference between Power Value dimension of personal values of graduate and post-graduate prospective teachers. However, the mean score of Post Graduate prospective teachers is higher than Graduate prospective teachers on Power value dimension. It implies that the Power value of Post Graduate prospective teachers is more than Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with res pect to dimension Power Value is retained.

67

Table No. 4.32

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES OF GRADUATE AND POST GRADUATE PROSPECTIVE TEACHERS ON FAMILY PRESTIGE VALUE DIMENSION OF PERSONAL VALUES

Variable Family Prestige Value

Groups Graduate Post Graduate

N 60 60

Mean 11.54 11.22

SD 3.59 3.07

tratio 0.52

Level of significance Not significant

It is shown from the table No. 4.32 that the mean scores of Graduate and PostGraduate Prospective Teachers on Family Prestige Value dimension of personal values are 11.54 and 11.22 with S.Ds 3.59 and 3.07 respectively. The t -ratio came out to be 0.52 which is not significant at any level of significance. That means there is no significant difference between Family Prestige Value dimension of personal values of graduate and post-graduate prospective teachers. However, the mean score of Graduate prospective teachers is higher than Post Graduate prospective teachers on Family Prestige value dimension. It implies that the Family Prestige value of Graduate prospective teachers is more than Post Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Family Prestige Value is retained.

68

Table No. 4.33

SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN SCORES AND POST GRADUATE PROSPECTIVE TEACHERS ON HEALTH VALUE DIMENSION OF PERSONAL VALUES

Variable Health Value

Groups Graduate Post Graduate

N 60 60

Mean 12.87 11.81

SD 3.89 3.25

tratio 1.63

Level of significance Not significant

It is shown from the table No. 4.33 that the mean scores of Graduate and PostGraduate Prospective Teachers on Health Value dimension of personal values are 12.87 and 11.81 with S.Ds 3.89 and 3.25 respectively. The t -ratio came out to be 1.63 which is not significant at any level of significance. That means there is no significant difference between Health Value dimension of personal values of graduate and post-graduate prospective teachers. However, the mean score of Graduate prospective teachers is higher than Post Graduate prospective teachers on Health value dimension. It implies that the Health value of Graduate prospective teachers is more than Post Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Health Value is retained. Thus, Hypothesis-3 that there exists no significant difference between Personal Values of Graduate and Post Graduate Prospective Teachers with respect to all the dimensions except the Knowledge Value dimension is accepted.
69

14 12 10 8 6 4 2 0

Mean scores

Graduate Post Graduate

Values

Fig. 4.6 showing the Mean scores of Graduate and Post Graduate Prospective Teachers on the Ten Dimensions of Personal Values

70

CHAPTER-5 MAIN FINDINGS, EDUCATIONAL IMPLICATIONS AND

SUGGESTIONS FOR FURTHER STUDIES 5.0 INTRODUCTION

In this chapter we will take finding of the study, educational implications and suggestions for further studies one by one. These are the most important part of a research work as it focuses on what has been and what is to be done. Findings of the study highlight the existing position and on the basis of the results, we can improve our educational environment. It also opens the path for the new researcher to work on personal values by taking into consideration different variables.

5.1

MAIN FINDINGS

Hypothesis-1 There exists no significant difference between Personal Values of Male and Female Prospective Teachers The mean scores of male and female prospective teachers on personal values are 227.19 and 227.53 with S.Ds 15.33 and 18.67 respectively. The t-ratio came out to be 0.10 which is not significant at any level of significance. That means there is no significant difference between the personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the personal values of Male and Female Prospective Teachers is retained. The mean scores of Male and Female Prospective Teachers on Religious Value dimension of personal values are 11.30 and 11.73 with S.Ds 2.94
71

and 3.37 respectively. The t-ratio came out to be 0.60 which is not significant at any level of significance. That means there is no significant difference between Religious Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Religious Value is accepted. The mean scores of Male and Female Prospective Teachers on Social Value dimension of personal values are 13.28 and 12.95 with S.Ds 3.37 and 3.24 respectively. The t-ratio came out to be 0.43 which is not significant at any level of significance. That means there is no significant difference between Social Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Social Value is accepted. The mean scores of Male and Female Prospective Teachers on Democratic Value dimension of personal values are 12.58 and 12 with S.Ds 2.66 and 2.67 respectively. The t-ratio came out to be 1.20 which is not significant at any level of significance. That means there is no significant difference between Democratic Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Democratic Value is accepted.

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 The mean scores of Male and Female Prospective Teachers on Aesthetic Value dimension of personal values are 11.88 and 11 with S.Ds 2.69 and 2.81 respectively. The t-ratio came out to be 1.56 which is not significant at any level of significance. That means there is no significant difference between aesthetic Value dimensions of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Aesthetic Values is retained. The mean scores of Male and Female Prospective Teachers on Economic Value dimension of personal values are 12.06 and 11.51 with S.Ds 2.36 and 2.65 respectively. The t-ratio came out to be 1.09 which is not significant at any level of significance. That means there is no significant difference between Economic Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Economic Value is retained. The mean scores of Male and Female Prospective Teachers on Knowledge Value dimension of personal values are 12.5 and 11.55 with S.Ds 2.66 and 2.78 respectively. The t-ratio came out to be 1.93 which is not significant at any level of significance. That means there is no significant difference between Knowledge Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female

73

prospective teachers with respect to dimension Knowledge Value is retained. The mean scores of Male and Female Prospective Teachers on Hedonistic Value dimension of personal values are 12.50 and 12.43 with S.Ds 3.07 and 3.78 respectively. The t-ratio came out to be 0.09 which is not significant at any level of significance. That means there is no significant difference between Hedonistic Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Hedonistic Value is accepted. The mean scores of Male and Female Prospective Teachers on Power Value dimension of personal values are 11.25 and 10.78 with S.Ds 3.01and 3.08 respectively. The t-ratio came out to be 0.69 which is not significant at any level of significance. That means there is no significant difference between Power Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Power Value is accepted. The mean scores of Male and Female Prospective Teachers on Family Prestige Value dimension of personal values are 12.38 and 12.00 with S.Ds 2.00 and 2.04 respectively. The t-ratio came out to be 0.83 which is not significant at any level of significance. That means there is no significant difference between Family Prestige Value dimension of personal value of
74

male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Family Prestige Value is accepted. The mean scores of Male and Female Prospective Teachers on Health Value dimension of personal values are 11.40 and 10.78 with S.Ds 2.99 and 2.53 respectively. The t-ratio came out to be 1.01 which is not significant at any level of significance that means there is no significant difference between Health Value dimension of personal values of male and female prospective teachers. Thus, the hypothesis-1 that there exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Health Value is accepted. Thus, Hypothesis-1 that there exists no significant difference between Personal Values of Male and Female Prospective Teachers with respect to all the dimensions is accepted.

Hypothesis-2 There exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers. The mean scores of Science and Humanities stream prospective teachers on personal values are 458.45 and 450.45 with S.Ds 26 .11 and 36.22 respectively. The t-ratio came out to be 1.44 which is not significant at any level of significance. That means there is no significant difference between the personal values of Science and Humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between

75

the personal values of Science and Humanities stream prospective teachers is accepted. The mean scores of Science and Humanities stream Prospective Teachers on Religious Value dimension of personal values are 13.85 and 13.20 with S.Ds 2.35 and 3.16 respectively. The t-ratio came out to be 1.04 which is not significant at any level of significance. That means there is no significant difference between Religious Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Religious Values is accepted. The mean scores of Science and Humanities stream Prospective Teachers on Social Value dimension of personal values are 12.68 and 12.00 with S.Ds 3.61 and 2.72 respectively. The t-ratio came out to be 0.94 which is not significant at any level of significance. That means there is no significant difference between Social Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Social Values is accepted. The mean scores of Science and Humanities stream Prospective Teachers on Democratic Value dimension of personal values are 12.63 and 12.35 with S.Ds 3.80 and 3.67 respectively. The t-ratio came out to be 0.538 which is not significant at any level of significance. That means there is no significant
76

difference between Democratic Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Democratic Value is retained. The mean scores of Science and Humanities stream Prospective Teachers on Aesthetic Value dimension of personal values are 11.14 and 11.16 with S.Ds 2.93 and 2.81 respectively. The t-ratio came out to be 0.049 which is not significant at any level of significance. That means there is no significant difference between Aesthetic Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect t o dimension Aesthetic Value is retained. The mean scores of Science and Humanities stream Prospective Teachers on Economic Value dimension of personal values are 10.75 and 10.78 with S.Ds 3.65 and 3.24 respectively. The t -ratio came out to be 0.03 which is not significant at any level of significance. That means there is no significant difference between Economic Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Economic Value is accepted.

77

 The mean scores of Science and Humanities stream Prospective Teachers on Knowledge Value dimension of personal values are 12.60 and 12.50 with S.Ds 3.14 and 2.58 respectively. The t -ratio came out to be 0.15 which is not significant at any level of significance. That means there is no significant difference between Knowledge Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Knowledge Value is accepted. The mean scores of Science and Humanities stream Prospective Teachers on Hedonistic Value dimension of personal values are 11.95 and 11.70 with S.Ds 2.79 and 2.95 respectively. The t -ratio came out to be 0.38 which is not significant at any level of significance. That means there is no significant difference between Hedonistic Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Hedonistic Value is accepted. The mean scores of Science and Humanities stream Prospective Teachers on Power Value dimension of personal values are 10.49 and 11.07 with S.Ds 3.21and 3.24 respectively. The t-ratio came out to be 1.271 which is not significant at any level of significance. That means there is no significant difference between Power Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of
78

Science and Humanities stream prospective teachers with respect to dimension Power Value is retained. The mean scores of Science and Humanities stream Prospective Teachers on Family Prestige Value dimension of personal values are 13.83 and 13.78 with S.Ds 2.72 and 3.09. The t-ratio came out to be 0.076 which is not significant at any level of significance. That means there is no significant difference between Family Prestige Value dimension of personal values of science and humanities stream prospective teachers. Thus, the hypothesis-2 that there exists no significant difference between the Personal values of Science stream and Humanities stream prospective teachers with respect to dimension Family Prestige Value is accepted. The mean scores of Science and Humanities stream Prospective Teachers on Health Value dimension of personal values are 11.81 and 11.22 with S.Ds 3.25 and 3.07 respectively. The t-ratio came out to be 1.319 which is not significant at any level of significance. That means there is no significant difference between Health Value dimension of personal values of s cience and humanities stream prospective teachers. Thus, the hypothesis-2that there exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Health Value is retained. Thus, Hypothesis-2 that there exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers with respect to all the dimensions is accepted.

79

Hypothesis-3 There exists no significant difference between Personal values of Graduate and Post Graduate Prospective Teachers. The mean scores of Graduate and Post graduate prospective teachers on personal values are 228.49 and 227.09 with S.Ds 14.87 and 18.61 respectively. The t-ratio came out to be 0.45 which is not significant at any level of significance. That means there is no significant difference between the personal values of Graduate and Post graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal Values of Graduate and Post Graduate Prospective Teachers is accepted. The mean scores of Graduate and Post- Graduate Prospective Teachers on Religious Value dimension of personal values are 11.70 and 12.53 with S.Ds 2.57 and 2.91 respectively. The t -ratio came out to be 1.34 which is not significant at any level of significance. That means there is no significant difference between Religious Value dimension of personal values of graduate and post graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Religious Value is retained. The mean scores of Graduate and Post Graduate Prospective Teachers on Social Value dimension of personal values are 11.35 and 10.28 with S.Ds 2.91 and 2.97 respectively. The t-ratio came out to be 1.63 which is not significant at any level of significance. That means there is no significant difference between Social Value dimension of personal values of graduate and post graduate prospective teachers. Thus, the hypothesis-3that there
80

exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Social Value is accepted. The mean scores of Graduate and Post Graduate Prospective Teachers on Democratic Value dimension of personal values are 11.65 and 12.05 with S.Ds 2.84 and 3.79 respectively. The t-ratio came out to be 0.66 which is not significant at any level of significance. That means there is no significant difference between Democratic Value dimension of personal values of graduate and post-graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Democratic Value is retained. The mean scores of Graduate and Post-Graduate Prospective Teachers on Aesthetic Value dimension of personal values are 13.26 and 12.76 with S.Ds 3.79 and 2.76 respectively. The t -ratio came out to be 0.61 which is not significant at any level of significance. That means there is no significant difference between Aesthetic Value dimensions of personal values of graduate and post-graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Aesthetic Value is retained. The mean scores of Graduate and Post-Graduate Prospective Teachers on Economic Value dimension of personal values are 11.23 and 11.90 with S.Ds 2.80 and 2.95 respectively. The t-ratio came out to be 1.14 which is
81

not significant at any level of significance. That means there is no significant difference between Economic Value dimensions of prospective teachers on personal values. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Economic Value is retained. The mean scores of Graduate and Post-Graduate Prospective Teachers on Knowledge Value dimension of personal values are 11.14 and 12.35 with S.Ds 2.93 and 3.67 respectively. The t-ratio came out to be 2.32 which are significant at the 0.05 level of significance. That means there is significant difference between Knowledge Value dimension of personal values of graduate and post-graduate prospective teachers. It implies that the Knowledge value of Post Graduate prospective teachers is more than Graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Knowledge Value is rejected. The mean scores of Graduate and Post-Graduate Prospective Teachers on Hedonistic Value dimension of personal values are 11.58 and 11.83 with S.Ds 2.48 and 2.49 respectively. The t -ratio came out to be 0.45 which is not significant at any level of significance. That means there is no significant difference between Hedonistic Value dimension of personal va lues of graduate and post-graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of

82

Graduate and Post Graduate prospective teachers with respect to dimension Hedonistic Value is accepted. The mean scores of Graduate and Post-Graduate Prospective Teachers on Power Value dimension of personal values are 11.17 and 11.58 with S.Ds 2.98 and 2.79 respectively. The t-ratio came out to be 0.79 which is not significant at any level of significance. That means there is not significant difference between Power Value dimension of personal values of graduate and post-graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Power Value is retained. The mean scores of Graduate and Post-Graduate Prospective Teachers on Family Prestige Value dimension of personal values are 11.54 and 11.22 with S.Ds 3.59 and 3.07 respectively. The t-ratio came out to be 0.52 which is not significant at any level of significance. That means there is no significant difference between Family Prestige Value dimension of personal values of graduate and post-graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Family Prestige Value is retained. The mean scores of Graduate and Post-Graduate Prospective Teachers on Health Value dimension of personal values are 12.87 and 11.81 with S.Ds 3.89 and 3.25 respectively. The t-ratio came out to be 1.63 which is not significant at any level of significance. That means there is no significant
83

difference between Health Value dimension of personal values of graduate and post-graduate prospective teachers. Thus, the hypothesis-3 that there exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Health Value is retained. Thus, Hypothesis-3 that there exists no significant difference between Personal Values of Graduate and Post Graduate Prospective Teachers with respect to all the dimensions except the Knowledge Value dimension is accepted.

5.2 EDUCATIONAL IMPLICATIONS

The most outstanding characteristics of any research are that it must contribute something new to the development of the area concerned. The present inquiry has assessed the study of personal values of prospective teachers. The research is related to our daily life. According to our findings there is no significant difference between Male and Female, Science and Humanities, Graduate and Post Graduate prospective teachers of different colleges of Education. But we can be give education of personal values to prospective teachers by applying these implications. Today is the age of science and technology. Almost everything has undergone change due to the impact of science and technology. The teaching learning programmed have also be affected by it. To develop the personal value, emphasis should be given to value education in both formal and non formal system of education. In formal system of education, teachers play a very significant role in developing grater awareness about personal value among students. This calls for a radical change in the way we think, live and
84

work. It therefore goes without saying that sustainable development calls for a paradigm shift in our educational system right from school level to university level. In fact, it cannot be thought of achieving a sustainable way of life without an appropriate education system designed to internalize the principles of sustainability in the life and work of our youth. Because of the government initiative to make value education an integral part of formal education through its national curriculum framework, considerable work is being done in the direction of integrating personal value concept in to existing curriculum, developing new strategies for effective implementations of value education in formal system. The teacher educators should also bear the responsibility to develop the personal value among prospective teachers. Teachers hold the main responsibility to increase personal value among the students from primary to higher level. Teachers should be the role model for the students. They can make their students worsted only if they behave in the manner. So, Teachers should firstly develop in themselves the right conduct then only they will be able to modify their students. Parents should also take the responsibility in developing personal values among students. They should give proper time and necessary emotional support for developing these values. As again children imitate their parents so, they should be role model for their children.

5.3 SUGGESTIONS FOR FURTHER STUDY

Hindrances from time, economy and available resources made the study to this extent. There is great scope of elaboration of the present topic. On the basis of the findings of the present investigation the investigator would like to suggest following for further research:

85

 This study has been conducted only in Yamuna Nagar district of Haryana state; further researches may conducted by taking other districts of Haryana. The study was based on of Male and Female prospective teachers. A similar study may also be conducted on Urban and Rural students. This study was based on prospective teachers. A similar study may also be conducted on primary students, secondary students and university students. Present study deals with a sample of 120 prospective teachers. A large sample can also be used. A similar study can be undertaken by taking personal values in relation to other variables.

86

SUMMARY
Values refers to object that we cherish and desire and consider them desirable and worthy of acquisition. These may include material objects like food, cloth and shelter etc, and abstract qualities and ideas like truth, beauty, goodness, happiness peace, punctuality, justice etc. Thus, a thing has a value if it has worthiness to be chosen. Value may be operationally conceived as those guiding principles of life which are conductive to ones physical and mental health, as well as to social welfare, adjustment and which are in tune with ones culture. The Dictionary of Education (Good, 1959) has explained value as any characteristics deemed important because of psychological, social, more or aesthetic consideration The dictionary of sociology, (Duncan, 1964) provides meaning of values as constituent facts of social structures, objects of socially conditions desire, unevenly distributed and differentially ranked- largely derived from social interaction. Therefore, a value is a belief, a mission, or a philosophy that is meaningful. Whether we are consciously aware of them or not, every individual has a core set of personal values. Values can range from the commonplace, such as the belief in hard work and punctuality, to the more psychological, such as self-reliance, concern for other, and harmony of purpose.

CONCEPT OF PERSONAL VALUE

A personal value is a set of social standard, which develops personality and principles that govern human interaction. Personality and personal values appear at first glance to be equipment expressions. For the individual the outputs of personal
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values are action in the service of others and also self, or support for such action and living a life that would like to see emulate by other in what you would that imagine to be a better world. The new born infant is a helpless human being. He is not aware of the social customs morals and tradition but saw he grows older; he is influenced by the informal and formal agencies of education help in developing his physical, mental and emotional self and morals. As of education, personal values aim at all round development of the child. He becomes a responsible, dynamic, resourceful and enterprising citizen of strong good moral character who uses all his capacities to develop his own self and his society personal values develops to the full personality of an individual in all fields and aspects making him intelligent, learned, bold and courageous and possessing strong good character. There is a wide variety of personal values among the students. Differences in personal values among the prospective teachers are due to difference of their college atmosphere. There is a close relationship of college atmosphere and personal value. Hence the present study is undertaken to find out the personal values of prospective teachers. Personal values developed early in life may be resistant to change. They may be derived from those of particular groups or systems, such as culture, religion, and political party. However, personal values are not universal; one's genes, family, nation and historical environment help determine one's personal values. This is not to say that the value concepts themselves are not universal, merely that each individual possess a unique conception of them i.e. a personal knowledge of the appropriate values for their own genes, feelings and experience. There is a wide variety of personal values among the students. Differences in personal values among the prospective teachers are due to difference of their college atmosphere.

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There is a close relationship of college atmosphere and personal value. Hence the present study is undertaken to find out the personal values of prospective teachers

JUSTIFICATION OF THE PROBLEM

Young pupils are the backbone of the society. They play an important role in progress because they are future of the society and education plays a vital role in shaping these nation builders. Education brings changes in human being so that he may become an able and active member of the society. Along with the overall development of the personality of the child, it has also become necessary that character, well mannered ideal citizens should be developed through education. In the world based on science and technology and progressing toward modernization the present academic world is best with a number of problems. Students unrest is prominent among them and has become a common phenomenon. Although there are number of colleges throughout the country which basically cater to need of academic achievement of students yet students face a number of difficulties in their way of getting education of personal values. People who dont know their values tend to wander around, bouncing from one thing to another, trying to find themselves. Theyre like puppets pulled along without any clear direction. The main motive of the researcher is to find out the level of such personal values. The researcher should be interested in doing a systematic study of the life of prospective teachers. The social attitude and personality of the prospective teachers under goes a change in college time. From where, when, why and how these personal values arise in college and what are the solution adopted by college staff, lectures and parents to improve these values. So this is the main reason due to which the researcher selected the study on personal values of prospective teachers.
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STATEMENT OF THE PROBLEM

The title of the study was stated as: "A study of Personal Values among Prospective Teachers."

OPERATIONAL DEFINITION OF THE TERMS USED PERSONAL VALUES

Personal values are those standards that you set for yourself to live by. Since these values vary individual by individual, they are "personal" and can include many things. Religion, morals, and ethics play a part in personal values.

PROSOPECTIVE TEACHERS
Prospective teachers refer to those students who are studying in different Colleges of Education affiliated to Kurukshetra University Kurukshetra.

OBJECTIVES
To study the personal values among Prospective Teachers. To find the significant difference between Personal Values of Male and Female Prospective Teachers. To find the significant difference between Personal Values of Science and Humanities stream Prospective Teachers. To find the significant difference between Personal Values of Graduate and Post Graduate Prospective Teachers.

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HYPOTHESES
There exists no significant difference between Personal values of Male and Female Prospective Teacher. There exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers. There exists no significant difference between Personal values of Graduate and Post Graduate Prospective Teachers.

RESEARCH METHODOLOGY
The present research work was a descriptive survey type of research

SAMPLE AND SAMPLING TEACHNIQUE:

The present study was based on a total sample of 120 Prospective Teachers from different colleges of Education of Yamuna Nagar district. Simple random sampling technique was used for drawing the sample from the population. TOOLS TO BE USED The investigator used Personal Value Questionnaire (G.P.Sherry and R.P.Verma) for collecting the data. STATISTICAL TECHNIQUE USED For the present study the investigator used Mean andt test to analyze the data.

DELIMITATIONS OF THE STUDY

The study was restricted to 120 prospective teachers only.

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The study was delimited to one variable i.e. Personal Value. The study was restricted to only one district i.e. Yamuna Nagar.

MAIN FINDINGS
Hypothesis-1 There exists no significant difference between Personal Values of Male and Female Prospective Teachers There exists no significant difference between the personal values of Male and Female Prospective Teachers is retained. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Religious Value is accepted. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Social Value is accepted. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Democratic Value is accepted. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Aesthetic Values is retained.

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 There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Economic Value is retained. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Knowledge Value is retained. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Hedonistic Value is accepted. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Power Value is accepted. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Family Prestige Value is accepted. There exists no significant difference between the Personal values of Male and Female prospective teachers with respect to dimension Health Value is accepted. Thus, Hypothesis-1 that there exists no significant difference between Personal Values of Male and Female Prospective Teachers with respect to all the dimensions is accepted

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Hypotheses-2 There exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers. There exists no significant difference between the personal values of Science and Humanities stream prospective teachers are accepted. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Religious Values is accepted. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Social Values is accepted. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Democratic Value is retained. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Aesthetic Value is retained. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Economic Value is accepted.

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 There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Knowledge Value is accepted. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Hedonistic Value is accepted. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Power Value is retained. There exists no significant difference between the Personal values of Science stream and Humanities stream prospective teachers with respect to dimension Family Prestige Value is accepted. There exists no significant difference between the Personal values of Science and Humanities stream prospective teachers with respect to dimension Health Value is retained. Thus, Hypothesis-2 that there exists no significant difference between Personal values of Science and Humanities stream Prospective Teachers with respect to all the dimensions is accepted. Hypotheses-3 There exists no significant difference between Personal values of Graduate and Post Graduate Prospective Teachers.

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 There exists no significant difference between the Personal Values of Graduate and Post Graduate Prospective Teachers is accepted. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Religious Value are retained. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Social Value is accepted. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teacher with respect to dimension Democratic Value is retained. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Aesthetic Value is retained. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Economic Value is retained. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Knowledge Value is rejected.

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 There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Hedonistic Value is accepted. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Power Value is retained. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Family Prestige Value is retained. There exists no significant difference between the Personal values of Graduate and Post Graduate prospective teachers with respect to dimension Health Value is retained. Thus, Hypothesis-3 that there exists no significant difference between Personal Values of Graduate and Post Graduate Prospective Teachers with respect to all the dimensions except the Knowledge Value dimension is accepted.

EDUCATIONAL IMPLICATIONS
The most outstanding characteristics of any research are that it must contribute something new to the development of the area concerned. The present inquiry has assessed the study of personal values of prospective teachers. The research is related to our daily life. According to our findings there is no significant difference
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between Male and Female, Science and Humanities, Graduate and Post Graduate prospective teachers of different colleges of Education. But we can be give education of personal values to prospective teachers by applying these implications. Today is the age of science and technology. Almost everything has undergone change due to the impact of science and technology. The teaching learning programmed have also be affected by it. To develop the personal value, emphasis should be given to value education in both formal and non formal system of education. In formal system of education, teachers play a very significant role in developing grater awareness about personal value among students. This calls for a radical change in the way we think, live and work. It therefore goes without saying that sustainable development calls for a paradigm shift in our educational system right from school level to university level. In fact, it cannot be thought of achieving a sustainable way of life without an appropriate education system designed to internalize the principles of sustainability in the life and work of our youth. Because of the government initiative to make value education an integral part of formal education through its national curriculum framework, considerable work is being done in the direction of integrating personal value concept in to existing curriculum, developing new strategies for effective implementations of value education in formal system. The teacher educators should also bear the responsibility to develop the personal value among prospective teachers. Teachers hold the main responsibility to increase personal value among the students from primary to higher level. Teachers should be the role model for the students. They can make their students worsted only if they behave in the manner. So, Teachers should firstly develop in themselves the right conduct then only they will be able to modify their students.

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Parents should also take the responsibility in developing personal values among students. They should give proper time and necessary emotional support for developing these values. As again children imitate their parents so, they should be role model for their children.

SUGGESTIONS FOR FURTHER STUDY

Hindrances from time, economy and available resources made the study to this extent. There is great scope of elaboration of the present topic. On the basis of the findings of the present investigation the investigator would like to suggest following for further research: This study has been conducted only in Yamuna Nagar district of Haryana state; further researches may conducted by taking other districts of Haryana. The study was based on of Male and Female prospective teachers. A similar study may also be conducted on Urban and Rural students. This study was based on prospective teachers. A similar study may also be conducted on primary students, secondary students and university students. Present study deals with a sample of 120 prospective teachers. A large sample can also be used. A similar study can be undertaken by taking personal values in relation to other variables.

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