Secondary School Teachers’ Beliefs about the Cultivation of Values in Students: A Qualitative Study Conducted in Narowal, Pakistan

Abstract

This qualitative research aims to investigate teachers’ beliefs about the instillation of values in secondary school students. For this purpose, a multiple case study approach was used, and twenty teachers from diverse secondary schools in Punjab were recruited using criteria sampling. For data collection, in-depth semi-structured interviews were done. Interview transcripts were analysed using qualitative content analysis supported by NVivo 12 software. The results suggest that teachers in the area of values education are dissatisfied with the curriculum, methodology, and continuous professional development they receive. In addition, they voiced concerns about the lack of parental support, societal pressures, and administrative obstacles that impeded their attempts to instil values in students. They believed that values education should be taught via role modelling, debate, and reflection and should be interwoven into all academic areas. This research suggests training and resources for teachers to enhance their competence and self-efficacy for the instillation of values in secondary school students.