Perceptions of Teachers on Practicing Personal Values in their Teaching at Secondary School Level

Abstract

This study explores the role of personal values in the teaching profession and their impact on educational effectiveness, student engagement, and the teacher-student relationship. Teaching is more than a profession; it is a vocation that demands strong ethical commitment and personal integrity. Fundamental values such as integrity, respect, empathy, commitment, fairness, lifelong learning, patience, and responsibility are crucial in shaping a teacher’s effectiveness. The research employs a mixed-method approach, incorporating both quantitative and qualitative data collection. Using a stratified random sampling technique, 263 secondary school male teachers (senior SS and SS) from selected districts of Malakand Division participated in the study. A 4-point Likert scale questionnaire was used to assess the alignment of personal values with teaching practices. The study draws from Bandura’s (1977) social cognitive theory and Schwartz’s (1992, 2012) value framework, highlighting the influence of personal values on occupational self-efficacy, discipline management, and student interaction. Literature suggests that teachers who embody high personal values foster positive learning environments and stronger teacher-student relationships. Findings will provide insights into how personal values contribute to effective teaching and inform professional development programs. The study ensures confidentiality and ethical considerations while focusing on higher secondary school male teachers in Malakand Division.