This study examines the relationship between value priorities and hedonistic (emotional balance and life satisfaction) and eudaimonia (psychological and social well-being) aspects of the well-being of support teachers. The sample size includes a group of 402 participants (=43 male/=359 female). The portrait value questionnaire (PVQ-RR) was administered to investigate teachers' values. At the same time, the following scales were used to measure the levels of well-being: positive and negative affect scale (PANAS), satisfaction with life scale (SWLS), psychological well-being scales (PWBS), and social well-being scale (SWBS). A bivariate statistical analysis was performed to detect the correlation between the two variables examined statistically. The results of the correlation analysis show that the values are predictive variables of well-being, more helpful in predicting eudemonic well-being than the hedonic well-being of teachers. This research suggests considering values and well-being within teacher training programs to improve the implementation of inclusive education policies.
Handbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning
TopHigh-quality, inclusive education and training are vital in creating and maintaining cohesive societies. The Council Recommendation on Common Values, Inclusive Education and the European Dimension of Teaching, and the Organization for Economic Co-operation and Development have published frameworks explicitly mentioning values as competencies to be acquired (European Commission, 2018; OECD, 2019). International political agendas and educational reforms emphasize the importance of values in fostering a sense of community, improving schools, and developing inclusion (Ainscow, Booth & Dyson, 2006).
According to Nguyen (2015), inclusion is a journey that questions societies' values and policies.
The importance of value formation through education is increasingly being discussed internationally, as the school context plays a crucial role in developing personal value orientations in various contexts. The European Agency for Special Needs and Inclusive Education (2015) emphasizes the importance of empowering teachers to promote a truly inclusive education. Inclusion can only be realized if teachers are empowered agents of change with values, knowledge, and attitudes that permit every student to succeed.
One consistently overlooked factor in education is “the impact of the teacher's values, the way these values are expressed in classroom teaching” (Brady, 2011, p. 56). Brady (2011) and Shein and Chiou (2011) emphasized that teachers are sources of values. Teachers' personal values are a factor in the functioning and success of inclusive educational systems. Some specific value typologies correlate positively with favourable attitudes toward inclusive education (Ianniello et al., 2022), indicating that values guide behaviour, give meaning to existence, and play a significant role in shaping people's actions (Bhatia & Narang, 2002).
According to Schwartz (2014), values are the standards for individuals determining whether people, events, or actions are right or wrong. Values are the criteria by which individuals judge ideas, objects, people, situations, and actions as good, worthwhile, desirable, wrong, worthless, or undesirable (Shaver & Strong, 1976). Swadener and Soedjadi (1988) considered values as a concept or idea which pertains to the value of something. Sağnak (2004) stated that values are beliefs about individuals' exemplary behaviour, purpose in life, or multi-dimensional standards guiding their behaviour. Raths et al. (1987) argued that values are general guides for behaviors resulting from personal experiences. Hitlin (2003) stated that values constitute the core of personal identity and lead to forming a social identity. They are related to the perception of anything as important or not necessary. Values guide individuals to understand and explain norms, attitudes, and actions (Rokeach, 1973; Schwartz, 1992). They are also defined as evaluation criteria to enable people to justify what they do (Doğan, 2016). Teachers consciously or unconsciously reflect their values, which they use as a criterion when conducting their teaching activities to plan and visualize their behaviour (Veugelers, 2000). On the other hand, values significantly affect teachers' educational decisions and acts. Furthermore, teachers are potentially essential agents of socialization for their students, and teachers' values drive their goals and desirable behaviours.