Doctor of Philosophy / Department of Curriculum and Instruction / Michael F. Perl / This exploratory correlational study seeks to answer the question of whether a
relationship exists between student average test score gains on state exams and teachers’ rating
of values on the Schwartz Values Survey. Eighty-seven randomly selected Kansas teachers of
math and/or reading, grades four through eight, participated. Student test score gains were
paired with teachers and averaged. The results of these backward stepwise entries of multiple
regressions using SPSS software are reported. Significant relationships with large effect sizes
are reported for teacher values and student test score gains in reading and math. Models of
teacher values are found that account for thirty-two percent of the average student test score
gains in reading and for forty-three percent of the average student test score gains in
mathematics. The significant model of values with the greatest adjusted relationship with reading
test score gains is described as the Relational Teacher Value Type. The valuing of True
Friendship (close supportive friends) and the valuing of Sense of Belonging (feeling that others
care about me) proved to be the most powerful indicators of student reading score gains within
this type. The significant model of values with the greatest adjusted relationship with
mathematics test score gains is described as the Well-Being Teacher Value Type. The valuing of
Healthy (not being sick physically or mentally), the valuing of Reciprocation of Favors
(avoidance of indebtedness), and Self Respect (belief in one’s own worth) proved to be the most
powerful indicators of student mathematics test score gains within this type. The significant
value items within each of the above types’ models are discussed regarding possible reasons for
their relationships to student test score gains. A value that is found significant for both reading
and mathematics teachers in accounting for student test score gains is Moderate (avoiding
extremes of feeling and action). Of the teachers in the study that taught mathematics and
reading, their students’ mathematics score gains did not correlate in a statistically significant way
with their students’ reading score gains, suggesting that a teacher’s ability to teach math has little
to do with a teacher’s ability to teach reading.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/15504 |
| Date | January 1900 |
| Creators | Loewen, David Allen |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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