Abstract
The present study examined effects of teachers' personal values, their perceived school administration values, and resulting value congruence on teachers' psychological well-being and turnover intentions. Participants included 1086 practicing Canadian teachers with findings showing greater teachers' personal value for relationships with students to correspond with better adjustment, with higher personal values for job security and autonomy corresponding with poorer adjustment. Additionally, greater teachers' perceived school administration values and value congruence both corresponded with better teacher well-being and persistence. Findings underscore the importance of considering not only teachers' personal values but also person-organization fit as salient antecedents of teacher adjustment.
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