The Values of Schools: An Analysis of Vision Statements

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  • Author(s): Ella Daniel (ORCID Ella Daniel (ORCID 0000-0003-4885-4454); Sharon Arieli (ORCID Sharon Arieli (ORCID 0000-0003-0279-1873); Liat Akerman
  • Language:
    English
  • Source:
    European Journal of Psychology of Education. 2024 39(4):3661-3683.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Subject Terms:
      Role of Education; Institutional Mission; Position Papers; Values; Content Analysis; Public Schools; Religious Schools; Socioeconomic Status; Comparative Analysis; Traditionalism; Educational Policy
    • Accession Number:
      10.1007/s10212-024-00886-7
    • ISSN:
      0256-2928
      1878-5174
    • Abstract:
      School vision statements articulate an aspired future state for the school, highlighting its ideals, purpose, and unique aspects to direct behavior and promote motivation and commitment among stakeholders. This paper investigates vision statements of schools as artifacts expressing the values emphasized by schools, drawing on organizational literature that shows the role of central organizational artifacts in conveying the values important to the organization. Using a comprehensive sample of elementary schools across all districts in Israel (N = 99), we built on Schwartz's values theory to identify values and analyze expressed values. We employed a mixed methods approach, combining qualitative and quantitative methods to analyze these values. First, we analyzed the content of vision statements to investigate how values were manifested. Then, we investigated the values hierarchy reflected in the vision statements, and compared sectors to identify the impact of the broader social context. Our analysis revealed variation in values expression: as expected, self-direction and benevolence emerged as the most prevalent values in school vision statements; power and hedonism were less salient. Comparison of vision statements from public and public-religious schools, as well as across schools with varying socioeconomic status (SES), revealed differences in universalism values. Public schools and those with higher SES placed greater importance on universalism values compared to public-religious schools. Additionally, tradition values were less prominent in public schools but were the second most significant values in public-religious schools. We discuss the results within the framework of values theory and educational policy.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1445923