The Cultural Preparedness of Teachers and Schools for the Implementation of Values Education

Study design
The current study aims to investigate teachers’ attitudes towards values education practices and the relationship between school administration, and parental involvement and values education practices of teachers. For this purpose, a quantitative approach was adopted, relying on teachers’ self-evaluations of their experiences of values education in their schools and in their own teaching. The study followed the principles of exploratory quantitative research; therefore, no hypotheses were formulated (Creswell & Creswell, 2018).
Procedure and measures
Data were gathered using pen and paper directly in the workplaces of the teachers. Respondents filled in a questionnaire which consisted of 5 questions, each exploring different aspects of the research objectives. On a 5-point scale they evaluated (1) the subjective importance of different values education goals, (2) personal attitudes towards the need of values education in general, (3) the values education implementation situation in their school, (4) the commitment of fellow teachers and school administration, and parents’ attentiveness to values education, and (5) their own values education practices. The questionnaire was conducted in Lithuanian and was translated to English only during the analysis.

研究设计
本研究旨在探讨教师对于价值教育实践的看法，以及学校管理、家长参与与教师价值教育实践之间的关系。为此，本研究采纳了定量研究方法，依赖于教师对自己在学校及个人教学过程中价值教育体验的自我评估。本研究遵循探索性定量研究的原则，因此未提出任何假设（Creswell & Creswell，2018）。
程序与测量
数据通过在教师工作场所直接使用纸笔进行收集。受访者填写了一份包含5个问题的问卷，每个问题探讨研究目标的不同方面。在5点量表上，他们对（1）不同价值教育目标的主观重要性、（2）对价值教育普遍需要的个人态度、（3）学校中的价值教育实施情况、（4）同事教师及学校管理对价值教育的承诺以及家长对价值教育的关注，以及（5）他们自身的价值教育实践进行了评估。问卷以立陶宛语进行，仅在分析阶段翻译成英语。