Abstract:

The purpose of this study was to examine the relationships among prospective teachers’ importance rankings regarding their individual values, organizational values and the values they want to see in their students. This study also investigated the differences among the perceptions of participants on the value rankings by the variables of gender and views about the future of teaching profession. A total of 455 prospective teachers selected from final year undergraduate students studying at Gazi Faculty of Education using cluster-sampling method participated in the study. ‘Value Ordering Scale’ was used to collect the research data. Spearman’s rho correlation coefficients, Mann-Whitney U, and Kruskal-Wallis H tests were performed to analyze data. The research findings revealed that prospective teachers gave more priority to the values such as honesty, respect and trust. However, risk taking, participation, and cooperation were placed at the bottom of the list according to their importance. Moderate, positive, and significant relationships were found among prospective teachers’ individual and professional values and the values they wanted to see in their students. In terms of individual values, while empathy and trust were seen as more significant by female prospective teachers, males thought tolerance and risk taking were more important. On the other hand, although honesty and sensitivity were perceived as more important by males, female prospective teachers gave more importance to respect and responsibility as professional values. With regard to the values expected from students, female prospective teachers gave more priority to empathy, respect, and responsibility. Moreover, prospective teachers having negative thoughts about the future of the teaching profession perceived honesty as more significant. Several suggestions were made for improving the congruence between prospective teachers’ individual and professional values.

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