Work Values of Secondary Grade Teachers

based on certain selected variables

N.Mahalakshmi
Abstract- In this study, an attempt has been made to study the Work values of secondary grade teachers based on certain
selected variables in the Cuddalore District of Tamilnadu, India. The Work Values Inventory (WVIT) constructed and
standardized Mahalakshmi N (2014)) was used to collect the data from the sample of 300 secondary grade teachers. The
survey method has been followed and the random sampling technique was used to select the subjects for the present study.
The result of the analysis reveals that second-grade teachers are having a high level of work values. The rank order of work
values of secondary grade teachers is 1).intrinsic values, 2).extrinsic values and 3).social values. There is no significant
difference in the work values of secondary grade teachers about gender and type of school and there is a significant
difference among the second-grade teachers about years of experience.

Keywords: Work Values, Secondary Grade Teachers, intrinsic values, extrinsic values, social values

I. INTRODUCTION
Work plays a key role in life, not only as of the primary source of income, but also as a base for social participation,
social status, consumption, health, family life, and so on. As such it is inextricably related to values. In the literature,
a distinction is made between general values, or general life values, and values concerning specific life domains.
Values are concepts or beliefs that determine the way of living. At work, they are major influences on how
individuals approach work. When team members share the same values, the team will have the energy to deliver
outstanding performance where individual value clash, the conflict will occur and teams are unlikely to reach their
full potential.
Work-related demands appear in the literature on the subject as work values.
- Work values refer to what a person wants out of work in general and slow what components of a job are
important for their work satisfaction (Elizur, 1984).
- Work value as defined by Brown (2002) was the satisfactory outcomes that individuals expect to achieve
through their participation in work activities.
As the dynamic factor of the direction of thinking and behavior, work values embody teachers' professional
development and cultivation of professional qualities. It has become an important direction of education studies to
explore professional behavior and its performance through the perspective of work values. Researchers have made
wide-ranging researches on the work values' structure, developmental characteristics and influencing factors of the
employees and undergraduates. But research regarding the work values of teachers is scarce and hence this study
gains importance in the literature of educational research.

II. REVIEW OF LITERATURE

Mahalakshmi (2018) had studied the work values of prospective teachers in the Puducherry region. Work Values
Inventory for Teachers (WVIT) by Mahalakshmi (2014) was used to collect the data. The findings of the study
revealed that prospective teachers value their work in the rank order of extrinsic, social and intrinsic. It also found
that there is no significant difference in the work values of prospective teachers about gender. It is found that order
of preference of work values among the prospective teachers was found to be extrinsic, intrinsic and social.
Mahalakshmi&Minnelkodi (2014) had studied the relationship between personality traits and work values of
English language teachers. 540 English teachers working in government and private schools were considered as the
sample of the study. The WVIT consist of three dimensions namely, Intrinsic, Extrinsic and Social values. The
findings of the study revealed that the English teachers are a high level of work values and the order of preference of
work values was found to be intrinsic, social and extrinsic. Also found that male and female English language
teachers do not significantly differ in their work values and also found that there exists a significant and positive
relationship between personality traits and work values of English teachers of secondary and higher secondary level.
Busacca Louis & Beebe Ronald (2010) had conducted a national web-based study by using the Schwartz Value
Survey and Super’s Work Values Inventory to identify general life and work value orientations of 674 female and
male entry-level counselor trainees residing in 27 states. In general, trainees emphasized benevolence, self-direction,
and achievement and the work values lifestyle, supervision, and achievement. Significant multivariate and univariate
differences for age, gender, and program of study were found on both value domains. It is also found that the sample
of practicing counselors scored significantly higher on several values than did trainees.
Jolideh&Yeshodhara (2010)had studied work values among high school teachers of India and Iran - the influence
 of age and subject taught. To assess and find out the difference in the work values of high school teachers in India
(Bangalore) and Iran (Sanandaj); In India, data were collected in Bangalore city in the south part of India. Iranian
data were collected in Sanandaj city in the west part of Iran. It is found that, in a cognitive component, Indian and
Iranian teachers had statistically equal scores. In the material component, a highly significant difference was
obtained between Indian and Iranian teachers, whereas Iranian teachers had significantly higher work value than
Indian teachers did. In the affective component, Iranian teachers had significantly higher scores than Indian
teachers and a highly significant difference was obtained between Indian and Iranian teachers. In the case of total
work values of Indian and Iranian teachers, a statistically significant difference was obtained; whereas Iranian
teachers had significantly higher work value than Indian teachers did respectively.
III. OBJECTIVES OF THE STUDY
1. To study the work values of secondary grade teachers.
2. To study the rank order of work values among secondary grade teachers
3. To study the significant difference if any in the work values of secondary grade teachers based on gender.
4. To study the significant difference if any in the work values of secondary grade teachers based on Type of
school.
5. To study the significant difference if any in the work values of secondary grade teachers based on years of
experience.
IV. HYPOTHESES OF THE STUDY
1. There is no significant difference in the work values of secondary grade teachers based on gender.
2. There is no significant difference in the work values of secondary grade teachers based on Type of school.
3. There is no significant difference in the work values of secondary grade teachers based on years of experience.
V. METHOD OF STUDY
The normative survey method was adopted in this study. The Work Values Inventory for Teachers (WVIT)
constructed and standardized Mahalakshmi N (2014)) was used to collect the data from the sample of 300 secondary
grade teachers working in government and private schools in Cuddalore District of Tamilnadu, India. The survey
method has been followed and the random sampling technique was used to select the subjects for the present study.
1. Gender 2. Type of school 3. Years of experience are considered as the Demographic variables of the study. The
data collected has been subjected to Descriptive and Differential analysis.
5.1. Operational Definitions of the terms
Extrinsic values: extrinsic values reflect job benefits that are unrelated to the worker's tasks, e.g., whether
the job pays well, has a good pension plan and provides for generous holidays.
Intrinsic values: intrinsic values reflect such factors as whether the work is interesting, pleasing, and
challenging, and whether the worker can take responsibility for the labor.
Social values: social values reflect the values like contact with others and activities benefiting society.
Work values: Work values are the enduring beliefs and standards that influence the teachers and refer to the
components of work that are important when they evaluate their profession and work environment.
5.2. Description of the tool
The WVIT has 48 items with extrinsic, intrinsic and social dimensions. This tool is exclusive to the work values of
teachers.
Table-1: Distribution of Items in WVIT
1 Extrinsic Values 1,2,3,10,11,12,19,20,21,28,29,30,37,38,39,46

2 Intrinsic values 4,5,6,13,14,15,22,23,24,31,32,33,40,41,42,47

3 Social values 7,8,9,16,17,18,25,26,27,34,35,36,43,44,45,48

5.3. Scoring Procedure

The total score of the WVIT is obtained by summated ratings of all the items given by the respondent. One can get
minimum score of 48 to a maximum score of 144 for all the items of WVIT. The raw scores can be interpreted as
below:
Extrinsic values – 16 x 2 = 32, score above 32 indicates low work values and below 32 indicates high work
values of the respondent.
Intrinsic values – 16 x 2 = 32, score above 32 indicates high and below 32 indicates low work values of the
respondent.
Social values – 16 x 2 = 32, score above 32 indicates high and below 32 indicates low work values of the
respondent.
5.4. Interpretation of work values scores
The work value of an individual or group can be obtained by using the WVIT. The work values scores can be
interpreted by the rank order of the mean scores as follows:
Extrinsic values – if the mean score of this dimension ranked first, the respondent is more money-minded,
gives importance to the physical setting of the work and cares for self than others.
Intrinsic values – if the mean score of this dimension ranked first, the respondent is task-oriented, gives
importance to the achievement and satisfaction and will work hard to complete a job well.
Social values – if the mean score of this dimension ranked first, the respondent are relationship-oriented,
respect others and maintain good relations with co-workers. They will work with care for others and contribute to
the welfare of others.
Higher the scores indicate positive work values and lower the scores indicate the negative work values of
the respondent towards his/her profession
VI. ANALYSIS AND INTERPRETATION OF DATA
6.1. Descriptive Analysis for Work Values Scores
One of the important objectives of the present study is to find out Work values levels of secondary grade teachers.
For this purpose, the mid-value of WVIT scores was considered. A score above the mid-value (48 x 2 = 96)
indicates positive work values and below the mid-value indicates a negative work value towards the work.
The mean and standard deviation for the work values scores of the second-grade teachers were computed
for the entire sample and subsamples of the present study. The computed values were given in table -1 and it was
also graphically represented in Figure-1.
Table-2: Mean and Standard deviation of Work values scores of secondary grade teachers
Standard
S. No. Variables Number Mean
Deviation
1. Entire Sample 300 118.02 12.94
2. Gender Male 110 117.20 10.96
Female 190 118.47 12.34
3. Type of School Government 150 118.97 11.09
Private 150 117.20 12.77
4. Years of Below 5 Years 100 117.17 11.84
Experience 5-10 Years 110 117.52 14.92
Above 10 Years 90 121.29 13.16
From table 2, the calculated mean and standard deviation of work values scores are found to be 118.02 and 12.94.
Hence the mean work value score is higher than the mid-value of (96), it is inferred that the level of work values of
secondary grade teachers is high which means they are having a favorable attitude towards their work.

150 117.2118.47118.97117.2117.17117.52121.29

100
50 13.96 12.34 13.0912.77 11.84 14.92 13.16
0

MEAN S.D

Figure – 1: Mean and Standard Deviation of Work Values of secondary grade teachers
From table-1, the mean values of different subsamples are ranging from 117.17 to 121.29. These mean values and
also higher than the mid-value of work value scale scores. so, it is inferred that all the subsamples of secondary
grade teachers are having a high level of work values which means they are having a positive attitude towards their
work.
6.2. Levels of Work Values of secondary grade teachers
 One of the important objectives of the present study is to find out the rank order of the work values of
secondary grade teachers. For this purpose, the mean scores of the extrinsic, intrinsic and social values are ranked
and it is given in below table-2. The rank order of Extrinsic, Intrinsic and Social values are also given in Tables 3, 4
and 5 respectively with their graphical representation.
Table-3: The rank order of Work values with its dimensions

Dimensions Mean Standard deviation Rank Order

Extrinsic values 37.54 4.80 3

Intrinsic values 40.84 4.93 1

Social values 39.64 5.11 2

Work values Total 118.02 12.94

The above table shows the rank order of the work values of secondary gradeteachers. It is observed that the
order of work values of secondary grade teachers is intrinsic values, social values, and extrinsic values. The
mean work values scores 118.02 is above the mid-value of WVIT scores (48 X 2 = 96). The work values of
Secondary grade teachers are at a high level which means they are having positive values towards their work.
This finding is supported by Cortes Pascual (2009), Kulshrestha (1979), Tayyab (2001). Not supported by
Bowie (1962), Chendrasekaran, (2000), Ushasri (1993) and McNeese-Smith (2003).

Figure – 2: Work Values of secondary grade teachers

 Table-4: The rank order of extrinsic values among secondary grade teachers

S. No. Item No. Values Mean SD

42 Rank
1 42 40.84 1 Material reward 2.43 .65 5
2 41 40.84 2 Prestigious status 2.44 .67 4
3 41
40 3 Security 2.29 .74 13
4 40 10 Salary 39.64
2.37 .67 11
39 39.64
5 11 Pension 2.39 .66 9
6 39
38 12 Power 2.40 .72 Mean scores
8
7 38 19 37.54 Structured work 2.53 .62 Mean scores
1
37 37.54
8 20 Safety 2.43 .65 6
37
9 36 21 Conducive environment 2.50 .67 2
1036
35 28 Leisure time 2.19 .74 15
1135 29 Benefit values
Extrinsic valuesIntrinsic valuesSocial 2.02 .76 16
12 30 Hours of work 2.24 .72 14
Extrinsic valuesIntrinsic valuesSocial values
13 37 Relaxed 2.31 .68 12
14 38 Holidays 2.42 .64 7
1542 39 Balance 2.39 .63 10
1641 40.8446 Professional development 2.48 .62 3
40the rank order of the second-grade teachers about the extrinsic values. It is observed that they give the
Table 4shows 39.64
most importance
39 to structured work and the least importance to benefit that they get from their work. It is
graphically represented in figure-2. Mean scores
38
37.54
37
36
35
Extrinsic valuesIntrinsic valuesSocial values
Professional…
Conducive…

Safety

Balance
Salary

Security
Prestigious status

Holidays

Hours of work
Structured

Material reward

Pension

Relaxed
Power

Leisure time
Benefit

Figure-3: Graph showing the rank order of extrinsic values among secondary grade teachers.
Table-5: The rank order of intrinsic values among secondary grade teachers

S. No. Item No. Values Mean SD Rank

1 4 Altruism 2.54 .61 11
2 5 Dedication 2.59 .61 4
3 40 Commitment 2.66 .58 1
4 13 Interest 2.59 .61 5
5 14 Satisfaction 2.64 .61 2
6 15 Personnel development 2.58 .61 6
7 6 Respect 2.57 .60 8
8 23 Moral fulfilment 2.58 .60 7
 9 24 Honesty 2.60 .61 3
10 31 Professional ethics 2.57 .61 9
11 32 Intellectual status 2.53 .64 12
12 33 Fairness 2.52 .66 13
13 22 Creativity 2.44 .65 16
14 41 Integrity 2.56 .59 10
15 42 Responsiveness 2.47 .65 14
16 47 Excellence 2.47 .63 15
Table-4 shows the rank order of the second-grade teachers about the intrinsic values. It is observed that they give the
most importance to the commitment of work and least importance to the creativity of their work. It is also
graphically represented in figure-3.

2.66 2.64
2.7 2.6 2.59 2.59 2.58 2.58 2.57 2.57 2.56
2.54 2.53 2.52
2.6
2.47 2.47
2.5
2.4 Mean scores
2.3

Figure-4: Graph showing the rank order of intrinsic values among secondary grade teachers.
Table-6: The rank order of social values among secondary grade teachers
S. No. Item No. Values Mean SD Rank
1 7 Peace 2.58 .62 2
2 8 Vigour 2.46 .64 12
3 9 Sensitivity 2.37 .71 15
4 16 Understanding 2.53 .64 5
5 17 Contributing 2.56 .56 3
6 18 Contact with co-workers 2.44 .66 13
7 25 Empathy 2.32 .71 16
8 26 Co-operative 2.55 .61 4
9 27 Guidance 2.53 .63 6
10 34 Helpful 2.47 .64 9
11 35 Protecting the environment 2.53 .61 7
12 36 Friendship 2.37 .68 14
13 43 Teamwork 2.51 .62 8
14 44 Public contact 2.47 .63 10
15 45 Punctuality 2.60 .63 1
16 48 Achievement 2.46 .64 11
Table 6shows the rank order of social values among secondary grade teachers. It is observed that they give the most
importance to punctuality towards their work and the least importance to empathy in their work. It is also
graphically represented in figure 4.
 2.6 2.582.562.552.532.532.53 2.512.472.472.462.462.44
2.6
2.372.37
2.4
Mean scores
2.2

Public…
Understan…

Protecting…

Contact…
Punctuality

Team work

Friendship
Co-operative

Guidance

Achievement
Helpful

Vigour
Peace

Contributing

Sensitivity
Figure-4: Graph showing the rank order of social values among secondary grade teachers.
6.3 Differential Analysis for WVIT Scores
Hypothesis 1: There is no significant difference between the mean work values scores of secondary grade teachers
about gender.
Table-7: Comparison of mean work values scores of secondary grade teachers about gender

Dimensions Gender N Mean SD ‘t’ Value 0.05 Level

Extrinsic values Male 110 37.85 4.90 Not
1.09
Female 190 37.38 4.74 Significant
Intrinsic values Male 110 40.05 5.22 Significant
2.67
Female 190 41.26 4.72
Social values Male 110 39.30 5.41 Not
1.12
Female 190 39.83 4.93 Significant
Work Male 110 117.20 13.96 Not
1.05
values Total Female 190 118.47 12.34 Significant
Table 7, shows the computed ‘t’ value for the mean work values scores between male and female secondary grade
teachers [t(300) = 1.05] which is not significant. Hence, the framed null hypothesis is accepted and it is concluded that
there is no significant difference between male and female secondary grade teachers about work values. It is also
inferred that female teachers are more significant in their work values. Furthermore, from the table it is also
observed that there exists a significant difference in intrinsic values and comparing the mean scores, female
secondary grade teachers are comparatively having high intrinsic values than their counterparts. This finding is
similar to the findings of Cortes Pascual (2009).

Hypothesis 2: There is no significant difference between the mean work values scores of secondary grade teachers
about the type of school.
Table-8: Comparison of mean work values scores of secondary grade teachers about the type of school
Dimensions Type of School N Mean SD ‘t’ Value 0.05 Level
Extrinsic values Government 150 38.02 4.61 Significant
2.14
Private 150 37.14 4.93
Intrinsic values Government 150 41.04 4.72 Not Significant
0.92
Private 150 40.66 5.10
Social values Government 150 39.91 5.32 Not Significant
1.13
Private 150 39.41 4.91
Work values Total Government 150 118.97 13.09 Not Significant
1.58
Private 150 117.20 12.77
Table 8, shows the computed ‘t’ value for the mean work values scores between secondary grade teachers working
in government andprivate schools [t(300) = 1.58] which is not significant. Hence, the framed null hypothesisis
accepted and it is concluded that there is no significant difference between secondary grade teachers working in
government and private schools about work values. It is also inferred that government teachers are more significant
in their work values. Furthermore, from the table, it is also observed that there exists a significant difference in
extrinsic values. Secondary grade teachers working in government schools are having more extrinsic values than the
teachers working in private schools.
Hypothesis 3: There is no significant difference between the mean work values scores of secondary grade teachers
about years of experience.
Table-9: ANOVA results for work values scores of secondary grade teachers about years of experience
Source of Sum of Mean ‘F’ Level of Significance
Dimensions df
Variation Squares Square Value at 0.05 Level
Between Groups 98.980 2 49.490
Not
Extrinsic values Within Groups 12316.953 297 22.937 2.16
Significant
Total 12415.933 299
Between Groups 272.370 2 136.185
Intrinsic values Within Groups 12829.961 297 23.892 5.70 Significant
Total 13102.331 299
Between Groups 124.964 2 62.482
Not
Social values Within Groups 13925.056 297 25.931 2.41
Significant
Total 14050.020 299
Between Groups 1335.606 2 667.803
Work values
Within Groups 88904.127 297 165.557 4.03 Significant
Total
Total 90239.733 299
According to Table 9, there exist differences in mean work values scores concerning years of experience. ANOVA
results show this difference is significant [F (2,299)= 4.03]. Furthermore, except for the intrinsic values, all other
dimensions of work values are also not significant. Hence, the framed null hypothesis is rejected and it is concluded
that there is a significant difference among the second-grade teachers with below 5 years, 5-10 years and above 15
years of experience about work values. This finding is supported by Cherington (1979).
VII. MAJOR FINDINGS OF THE STUDY
The according to mani mookkiah “percentage of male students has low level of self-efficacy (12%), moderate level
(30%), high level self-efficacy (10%) and female students have low level of self-efficacy (10%), moderate level
(24%), and high level self-efficacy (14%)”.
(i) Secondary grade teachers are having a high level of work values.
(ii) The rank order of work values of secondary grade teachers is 1).intrinsic values, 2).extrinsic values and
3).social values.
(iii) There is no significant difference between male and female secondary grade teachers about work values.
(iv) Female secondary grade teachers are comparatively having high intrinsic values than their counterparts.
(v) There is no significant difference between secondary grade teachers working in government and private schools
about work values.
(vi) There is a significant difference among the second-grade teachers with below 5 years, 5-10 years and above 15
years of experience with work values.
VIII. DISCUSSION AND IMPLICATIONS
The present study aimed at finding the work values of secondary grade teachers. It was found thatthe level of work
values of secondary grade teachers is high which means that they are having positive values towards their work.
This finding reveals that second grade teachers value their work more and give importance to intrinsic values like
commitment, dedication; interest etc., then the extrinsic values like salary, pension, and power, etc., this finding is
supported by Mahalakshmi (2014), Cortes Pascual (2009), Kulshrestha (1979), Tayyab (2001). It is found that there
exists a significant difference in intrinsic values about gender and female secondary grade teachers are having more
intrinsic values than their counterparts. This finding is similar to the findings of Cortes Pascual (2009). It is found
that there is a significant difference between the work values of secondary grade teachers about years of experience.
This finding is supported by Mahalakshmi (2014) and Cherington (1979). About years of experience, secondary
grade teachers with above 10 years of experience value their work more than the teachers with 5 years of experience
and 5-10 years of experience. This finding is supported by Lee (2001) and Mahalakshmi (2014). This implies that
teachers value their work more when they work for more years. These findings are by what was suggested by Brown
and Crace (1996) and Rokeah (1973). According to them, work values govern experience, yet experiences may
serve to modify the importance of values over time. So it is observed that experiences of teachers play a major role
in workvalues which implies that more the experience more the work values of teachers. To conclude, researches so
far on work value on teachers implied that, they gave more importance to the intrinsic values of work than extrinsic
values which show that teachers are more committed towards their work.
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42
41 40.84
40
39.64
39
38 Mean scores
37.54
37
36
35
Extrinsic valuesIntrinsic valuesSocial values