Academic Inspirations and Prolific School Values among Public Elementary School Teachers

Abstract

Public elementary school teachers face a demanding profession requiring academic knowledge and strong relationships with students. While many teachers likely possess these qualities, limited research explores the potential connection between a teacher's academic inspiration and their ability to cultivate positive school values. This study addresses this gap by investigating the relationship between these two constructs among public elementary school teachers. Employing a non-experimental quantitative research design, specifically a correlational method, data were collected from 133 teachers selected through universal sampling. Analyses included mean calculation, Pearson correlation coefficient, and regression analysis. The findings indicated that public elementary school teachers often exhibit high levels of academic inspiration, particularly in innovation, creativity, critical thinking, and problem-solving. Similarly, teachers frequently demonstrate prolific school values such as fostering strong relationships, teaching essential social skills, serving as role models, establishing clear classroom and school rules, and acknowledging students for positive behavior choices. Furthermore, the study revealed a significant relationship between academic inspiration and prolific school values among public elementary school teachers. However, the domains of academic stimulation did not significantly influence school values within this context. These results suggest that efforts to enhance academic inspiration and prolific school values could be targeted to cultivate a predictable and supportive environment conducive to healthy teacher interactions, particularly in areas where assistance is needed. School administrators, therefore, may play a crucial role in facilitating such improvements.