Abstract

The purpose of this study is to determine to what extent families and teachers required students to have or not the values and to what extent students give priorities to these values. The study group of the research chosen through random sampling model included 79 teachers, 136 parents of students, and 149 students from 5^th, 6^th, 7^th and 8^th grades studying at secondary education schools affiliated to Aksaray Directorate of National Education. In the research, 57-item Schwartz’ Value Inventory developed by Schwartz (1992) and adapted into Turkish and studied upon its validity and reliability by KuÅŸdil and Kağıtçıbaşı (2000) was used as the data collection tool. For the analysis of the data obtained from the study group, One-Way Analysis of Variance (One-Way ANOVA) benefited the random samplings. Consequently, no significant difference was found according to the whole value expressions in Schwartz’s Value Inventory between the value priorities of teachers and students and the value priorities the families want a student to have. However, when the items were analyzed one by one, some significant differences were found between parents, teachers, and students in some value expressions.

Key words: Family, teacher, student, value priorities, analysis.