Advanced International Journal for Research

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Teachers’ Professional Value Orientation and Student Outcomes: Evidence from Academic Performance and Holistic Development

Author(s) Dr. Sonam Mansukhani
Country India
Abstract Background: Education is fundamentally a moral and intellectual enterprise, yet teachers’ professional values are rarely modelled as key predictors of student outcomes. This study examines how teachers’ Professional Value Orientation (PVO)—a structured constellation of ethical, humanistic, and pedagogical beliefs—influences academic achievement and holistic student development.
Theoretical Framework – Anchored in Schwartz’s Value Theory, Noddings’ Ethics of Care, and Bandura’s Social Learning Theory, the study conceptualises teacher values as behavioural regulators shaping classroom climate, relational practice, and learner development.
Methods – A mixed-methods design was adopted. Quantitative data were collected from teachers across primary and secondary schools using standardised measures of professional value orientation, student academic performance, and holistic outcomes. Relationships were tested using correlation and regression analyses. Qualitative data was generated through semi-structured interviews to contextualise value enactment in classroom practice.
Results: Professional value orientation demonstrated a strong and statistically significant association with student outcomes. PVO was positively correlated with academic achievement (r = 0.54, p < 0.001) and showed an even stronger relationship with holistic outcomes, including emotional intelligence, empathy, and ethical reasoning (r = 0.68, p < 0.001). Regression analysis confirmed PVO as a significant predictor of student outcomes (β = 0.57, p < 0.001), explaining a substantial proportion of variance when combined with mediating variables (R² = 0.51). Mediation analysis revealed that teacher motivation and classroom climate partially mediated the value–outcome relationship (indirect effect β = 0.19, p < 0.01). Qualitative findings corroborated these results, indicating that educators who consistently demonstrated integrity, care, and reflective commitment cultivated classrooms characterised by trust, engagement, and emotional security.
Conclusion and Implications – The findings establish professional value orientation as a decisive determinant of both academic and holistic student development. Effective teaching extends beyond technical competence and is anchored in ethical coherence. The study recommends embedding structured value reflection in teacher education, integrating ethical and relational indicators into appraisal systems, and institutionalising professional value orientation as a foundational pillar of educational reform. Aligning teachers’ internal belief systems with institutional goals is essential for advancing education as both a mechanism of learning and a site of human development.
Keywords professional value orientation, teacher ethics, holistic education, student achievement, classroom climate, mixed-methods
Field Sociology > Education
Published In Volume 7, Issue 1, January-February 2026
Published On 2026-01-06
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E-ISSN 3048-7641
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