The relationship of values to decisions to persist in or withdraw from teacher training
Date
1979
Authors
Strutynski, Lawrence Henry
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Abstract
The relationship of values to decisions to persist in or withdraw from teacher training was examined by comparing the stated value differences between dropouts and persisters. The study was based upon two assumptions: (i) personal values are central to the decision-making process, and therefore, related to decisions to continue in teacher training, or withdraw; and (ii) students with a particular value profile compose the dropout group (i.e., are covertly screened out, after enrolling, by the selection process inherent in teacher training).
Within the hypothesis that value differences between dropouts and persisters exist, it was predicted that the latter would tend to place more importance on structure oriented values than on people-oriented values; the structure-oriented values being presumably those rewarded by the institution.
The values of both groups were determined by asking current students (persisters) and recent dropouts to rank two sets of eighteen values in order of importance to them. In addition, a questionnaire was completed and many students made comments.
Analysis of the data yielded statistically significant differences across all variable between groups, and on certain specific values. However, when interpreted for their educational significance (i.e., practical implications to teacher training), the groups were found to share virtually the same value patterns, thus negating the differences found between them. Dropouts and persisters ranked people-oriented values low, or least important. It was concluded that dropouts and persisters were not significantly different on the measured variable (educationally oriented values) as interpreted, thus the hypothesis of the relationship of values to decisions to persist or withdraw was not supported.
Analysis of the questionnaire data and student comments showed similar concerns by both groups, particularly in regard to employment opportunities. However, students' comments strongly indicated a state of disillusionment by dropouts with education in general, and teacher training programs in particular. By implication, it was apparent that the examination of values did not reflect the dissatisfaction, or incongruency, experienced by dropouts.
This observation, couples with the limitations of this study (difficulty in assessing true values, and bias due to response/nonresponse parameters), lead to a recommendation for further examination of differences between dropouts and persisters by stressing a comparison between the groups' states values and the values they ascribe to the institution. An examination of perceptions would delineate the differences in satisfaction/dissatisfaction between dropouts and persisters, which would then reveal the relationship of values to decisions to persist or withdraw from teacher training.