A Person-Centered Perspective on Future Preschool and Class Teachers’ Values in Terms of the Schwartz Refined Value Theory

Abstract

as criteria for our judgements, and decision making. The goal of the study is to identify types of preservice preschool and class teachers, according to their values, through secondary analyses of previously obtained data. The study (N-232) applies PVQ (Portrait Value Questionnaire)-57, measuring the 19 values of the Schwartz refined theory. A four-cluster solution was accepted, and the obtained clusters were placed on the adaptive-maladaptive continuum, starting from Selftranscendent cluster with socially focused members, respecting highly the welfare of others, compliance with norms and smooth functioning in social realm. Uncritical&Respect-seeking cluster tends to rate higher variety of values, with value Face standing out. Self- Enhancing cluster distinguishes by higher appreciation of Self-enhancement values, such as achievement and power. Members can be interested for the success of their students, but opt for dominance and prefer self-indulging. Indifferent cluster was placed closer to the maladaptive pole, due to lower appreciation of nature protection and equality, justice and protection for all people, and risk of being unmotivated.