Professional Value Orientation in Education: Linking Teachers’ Core Beliefs with Student Achievement and Holistic Outcomes

Uma Sheokand; Tinevimbo Beyonce Mukombegumi; Edugbo Godwill David; Tenzin Pelzang

Professional Value Orientation in Education: Linking Teachers’ Core Beliefs with Student Achievement and Holistic Outcomes

Author(s)	Dr. Uma Sheokand, Ms. Tinevimbo Beyonce Mukombegumi, Mr. Edugbo Godwill David, Mr. Tenzin Pelzang
Country	India
Abstract	Background: Professional Value Orientation (PVO) has emerged as a critical determinant of teacher effectiveness, yet its pathways of influence on students’ academic and holistic development remain underexplored. Objective: This study examines how teachers’ value orientations shape student outcomes, and tests the mediating roles of teacher motivation, job satisfaction, and classroom climate within an integrated Value–Motivation–Outcome (VMO) framework. Methods: A mixed-method research design was employed, combining quantitative data from 250 teachers and 500 students with qualitative insights from 30 in-depth interviews. Standardized instruments measured PVO, teacher motivation, classroom climate, and student outcomes. Quantitative analysis included correlation, regression, ANOVA, and structural equation modeling (SEM), while qualitative data were examined through thematic analysis. Results: Teachers demonstrated a high level of Professional Value Orientation (M = 4.28), with ethical integrity emerging as the most stable dimension. PVO significantly predicted both academic achievement (β = 0.42, p < 0.001) and holistic outcomes (β = 0.57, p < 0.001). SEM confirmed excellent model fit (CFI = 0.97; RMSEA = 0.041) and revealed partial mediation by teacher motivation (β = 0.19) and classroom climate (β = 0.15). Qualitative findings highlighted three themes—ethical consistency, humanistic emotional labor, and institutional alignment—illustrating the lived experience of value enactment. Conclusion: Professional Value Orientation is not merely a personal disposition but a structural force shaping educational quality. Values operate through motivational and relational mechanisms that influence both cognitive and non-cognitive student outcomes. Implications: The findings support integrating value-based reflection, ethical training, and humanistic competencies into teacher education, evaluation, and professional development systems to strengthen institutional ethos and student well-being.
Keywords	Professional value orientation, teacher beliefs, holistic education, student achievement, ethical pedagogy, value-based education
Field	Arts
Published In	Volume 6, Issue 6, November-December 2025
Published On	2025-11-29

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Professional Value Orientation in Education: Linking Teachers’ Core Beliefs with Student Achievement and Holistic Outcomes

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