Skip to main content

ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1395920
This article is part of the Research Topic Reviews in Educational Psychology View all 18 articles

TURKISH TEACHERS' VALUES WITH RATIONAL AND NON-RATIONAL TRUTH AND TEACHER EMOTIONS IN TEACHING

Provisionally accepted
Kübra Ünal Kübra Ünal 1*Liisa Myyry Liisa Myyry 1,2,3Auli Toom Auli Toom 2,3
  • 1 Faculty of Social Sciences, University of Helsinki, Helsinki, Finland
  • 2 Department of Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, Uusimaa, Finland
  • 3 Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Uusimaa, Finland

The final, formatted version of the article will be published soon.

    The aim of this study was to clarify the relationships between personal values, truth-related values and emotions among Turkish teachers. The data were collected from 279 teachers with the Portrait Value Questionnaire (PVQ) where rational truth and non-rational truth values were added, and with the Teacher Emotions Scale (TES). This study used a cross-sectional correlational research design.The circular structure of the Schwartz Value Theory was tested by multidimensional scaling. The data analysis aimed to uncover relationships between personal values, truth-related values, and emotions. Rational truth emerged near self-direction and self-transcendence, yet items measuring non-rational truth were scattered among values. Females had higher regard for self-direction and hedonism than males. Non-rational truth was negatively correlated with enjoyment, while it was positively correlated with anxiety. The implications for gender roles in Turkish society are discussed.

    Keywords: Values, teachers, Emotions, Schwartz, truth-related

    Received: 04 Mar 2024; Accepted: 19 Nov 2024.

    Copyright: © 2024 Ünal, Myyry and Toom. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Kübra Ünal, Faculty of Social Sciences, University of Helsinki, Helsinki, Finland

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.