Search results

This study relates to a setting which approaches organizational learning. The professional ideal student trait system and the personal value system, as perceived by prospective and practicing teachers, are presented as constructs of the belief system. Conclusions are drawn from a comparative analysis of seven samples. Although the constructs of the personal value system and the ideal high school student trait system were similar, their content priorities were different, focusing professionally on academic traits and personally on interpersonal values. The structure of the ideal high school student multivariate system confirmed Schwartz’s bipolar continue value model: conservation versus openness to change and self‐transcendence versus self‐enhancement. Two techniques for organizational learning are presented for promoting, theorizing, and evaluating teachers’ perceptions of the ideal student trait system.