Student perceptions of the aims of education in an independent school and the differing value priorities expressed. a q-methodological study
Burke, S. 2018. Student perceptions of the aims of education in an independent school and the differing value priorities expressed. a q-methodological study. PhD Thesis Canterbury Christ Church University Faculty of Education
This research gathered student perceptions of the aims of their senior school education in an independent school. The data was collected using Q-methodology. Participants completed the same Q-sort twice. The Q-sorts were factor analysed resulting in three factors for Q-sort 1 expressing students’ own perceptions; these were titled: Future personal success, Enjoyment and care, and Empowerment. Four factors were retained from Q-sort 2, where students completed the same Q-sort from a hypothetical teacher’s point of view; these were titled: Social cohesion and enjoyment, Academic importance, Fulfilling potential, and Personal development and wider societal benefits.
Literature around the aims of education, the statements for the Q-set and the resulting factors were analysed using Schwartz’s model of basic human values and pan-cultural baseline of value priorities as an analytical lens. This showed that although the aims of education align with Schwartz's findings of societal values, the participants in this study expressed differing value priorities to those in Schwartz’s pan-cultural baseline. Through this lens, it was found that student perceptions of the aims of their education in this independent school focus mainly on the value of self-determination, in line with Schwartz’s findings in societies. Differing from Schwartz’s findings in societies, however, is the high prevalence of self-enhancement and hedonism values in the students’ perceptions of the aims of their education. Also differing majorly from Schwartz’s findings is the low prevalence of benevolence and universalism in the students’ perceptions of the aims of their education.
The study concludes that further research into the values of independently educated students would provide further valuable insights, and that schools should consider carefully the values that may be enhanced or demoted through certain educational activities.
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|Deposited||26 Feb 2019|
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