Principals’ and Teachers’ Perceptions about School Culture and Value Systems

Abstract

The purpose of this study is to discern the perceptions of primary school principals and teachers towards school culture and value systems and the relationships between them. Stratified random sampling was used in the study. Fifty principals and 902 teachers from 50 primary schools (44 state and 6 private schools) completed the “School Culture Scale” and “Portrait Values Scale”. Means, standard deviation, r statistics, and t-test were used to analyze the data. The results were as follows: Principals had more positive perceptions towards school culture compared to teachers. Principals considered “Benevolence” value dimension more important whereas teachers considered “Hedonism”, “Self-direction”, and “Security” value dimensions more important than the other values. Significant relationship was found between principals’ and teachers’ perceptions towards school culture and value systems.