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Title:
A Quantitative Research on the Value Priorities and Subjective Well-being of in-service Support Teachers |
Abstract:
Personal value priorities guide teachers' educational action, also towards the design of inclusive teaching practices (Perrin et. al, 2021). At the same time, some values - more than others - could be correlated with greater/lower levels of perceived subjective well-being (Ianniello et.al., 2022). In this regard, the present study aims to detect the value priorities of a sample of 842 in-service support teachers (M=289/F=553) and investigate their possible relationships with subjective well-being.
To detect the value priorities of the participants, the Portrait Values Questionnaire (PVQ-RR) was administered (Schwartz, 2012) and the SPSS statistical software was used for the quantitative analysis. To investigate Subjective Well-Being, the Satisfaction with Life Scale (SWLS) was administered (Diener, 2018). The results show that the value priorities of the participants are directed towards the values of Self-transcendence (=4.84), with a significant incidence towards the value of Benevolence (=4.92), and that the majority of the interviewees (84%) is placed in the bands that express life satisfaction.
The comparison of the four value dimensions (Higher Order Values) of the Portrait Values Questionnaire (PVQ-RR) with the ranges relating to the Satisfaction With Life Scale (SWLS) does not allow us to establish the calculation of correlation coefficients, but highlights how, for three dimensions values out of four (=Self-transcendence/Openness to change/Conservatism), the fourth range of responses to the PVQ-RR tends to coincide with the High Score range of the SWLS.
Starting from these results, in the educational field, we recommend the use of pedagogical models, such as Flipped Inclusion (Corona, 2017), which aim to train awareness of the importance of values and the well-being of each and every one, to support the establishment of scholastic and social inclusion processes.
Keywords
Values; Teachers’ Well-Being; Inclusive Education; Special Pedagogy.
References
1. Corona, F. (2014). Special Educational Needs. Roma: Aracne.
2. Diener E., Lucas R.E., Oishi S., Advances and open questions in the science of subjective well-being, «Collabra Psychol.», vol. 4, 1, 2018, p.15.
3. Ianniello, A., Alodat A. M., Corona, F. (2022b). A Bivariate Analysis of Teachers’ Well-Being and Personal Values for Inclusive Education. In Podovšovnik, E., De Giuseppe, T., Corona, F. Establishing Digital Competencies in the Pursuit of Online Learning. IGI GLOBAL.
4. Perrin, A.L., Jury, M., Desombre, C. (2020). Teacher’s Personal Values and their Attitudes Toward Inclusive Education. 13ème CIPSLF, Lisbonne, Portugal.
5. Schwartz S.H., Cieciuch J. (2021) Measuring the Refined Theory of Individual Values in 49 Cultural Groups: Psychometrics of the Revised Portrait Value Questionnaire, Assessment, 1 (15).
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Biography:
Felice Corona is the Rector's Delegate and Full Professor of Special Pedagogy and Didactics (M-PED/03) at the Departments of Medicine, Surgery and Dentistry and of Human, Philosophical and Education Sciences of the University of Salerno. He has a PhD in Pedagogy of educational processes and construction of knowledge with reference to disability. He studied at the "Sophia Antipolis" State University of Nice where he graduated with the "Maitrise". Former President of the Didactic Council in Educational Sciences for Inclusion and Wellbeing (SFIB), between 2007 and 2008 he was Visiting Professor at the West Hungarian University Savaria Campus of Szombathely (Hungary) and part of the team directed by Professor Mike Hughes of Cardiff University (England). In 2011 he was Visiting Professor at the Fundação Universitária de Itaperuna (Funita) in Rio de Janeiro - Brazil. He is the representative of the research doctorate course in Human Sciences and Cultures (curriculum D).
He is a member of the board of directors of the Italian Society of Special Pedagogy (SIPES), of the Editorial Boards of «Autism Insight», of the «Journal of Experimental Neuroscience», of «Rehabilitation Process and Outcome» and of «Annals of Neurosciences - Official Journal of Indian Academy of Neurosciences». His recent scientific production deals with the theme of special educational needs with a trans-disciplinary approach, which integrates the contributions of medical sciences, neurosciences, and techno-sciences into the heritage of educational and didactic research.
In 2007 he received the SIPED Award; while, in the 2010 he received the Norman Academy in the International activity: Academician of Honour. In the 2011 he received the Scientific Achievement Grand Cross for Academic Merit in the International Academy of St. George Inc. In 2022 he received the prestigious Distinguished Scientist Award in the International Eminent Awards on Engineering, Science and Medicine (INSO). In 2023 he received the International Nobel Research Award (Special Pedagogy and Didactics) in the International Research Awards and Congress (ISSN/IIRAC).
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