学校的价值观:对愿景声明的分析

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-07-31 DOI:10.1007/s10212-024-00886-7
Ella Daniel, Sharon Arieli, Liat Akerman
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摘要

学校愿景声明阐述了学校所期望的未来状态,突出了学校的理想、宗旨和独特方面,以指导利益相关者的行为,促进利益相关者的积极性和承诺。本文借鉴组织文献,研究了学校愿景声明作为表达学校所强调的价值观的人工制品,这些文献显示了组织核心人工制品在传达组织重要价值观方面的作用。我们利用以色列所有地区小学的综合样本(N = 99),以施瓦茨的价值观理论为基础,确定价值观并分析所表达的价值观。我们采用混合方法,结合定性和定量方法来分析这些价值观。首先,我们分析了愿景声明的内容,以调查价值观是如何体现的。然后,我们调查了愿景声明中反映的价值观层次,并对各部门进行了比较,以确定更广泛的社会背景的影响。我们的分析揭示了价值观表达的差异:不出所料,自我导向和仁爱是学校愿景声明中最普遍的价值观;权力和享乐主义则不那么突出。通过比较公立学校和公立宗教学校的愿景陈述,以及不同社会经济地位(SES)的学校的愿景陈述,我们发现了普遍主义价值观的差异。与公立宗教学校相比,公立学校和社会经济地位较高的学校更重视普世价值。此外,传统价值观在公立学校并不那么突出,但在公共宗教学校却是第二重要的价值观。我们将在价值观理论和教育政策的框架内对结果进行讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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The values of schools: an analysis of vision statements

School vision statements articulate an aspired future state for the school, highlighting its ideals, purpose, and unique aspects to direct behavior and promote motivation and commitment among stakeholders. This paper investigates vision statements of schools as artifacts expressing the values emphasized by schools, drawing on organizational literature that shows the role of central organizational artifacts in conveying the values important to the organization. Using a comprehensive sample of elementary schools across all districts in Israel (N = 99), we built on Schwartz’s values theory to identify values and analyze expressed values. We employed a mixed methods approach, combining qualitative and quantitative methods to analyze these values. First, we analyzed the content of vision statements to investigate how values were manifested. Then, we investigated the values hierarchy reflected in the vision statements, and compared sectors to identify the impact of the broader social context. Our analysis revealed variation in values expression: as expected, self-direction and benevolence emerged as the most prevalent values in school vision statements; power and hedonism were less salient. Comparison of vision statements from public and public-religious schools, as well as across schools with varying socioeconomic status (SES), revealed differences in universalism values. Public schools and those with higher SES placed greater importance on universalism values compared to public-religious schools. Additionally, tradition values were less prominent in public schools but were the second most significant values in public-religious schools. We discuss the results within the framework of values theory and educational policy.

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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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