Identifying and comparing student's and teacher's value systems in Hamadan secondary schools

This research seeks to identify and compare students’ and teachers’ value systems in Hamadan secondary schools. Research population included all of the secondary school students and teachers in Hamadan (88-89). For selecting research sample, stratified random sampling was used and 600 students (300 girl and 300 boys) and 300 teachers (150 men and 150 women) were selected. The research tool was Alport, Werone and Lindzi system value questionnaire, which has been standardized by Iranian researchers. For data analyzing T test was used. The findings of this research showed: The boy and girl student's system value's rankings are simslaar and involve theoretical abstract, social, religious, artistic, economic and political values. The male teacher's hierarchy comprised: social, cultural, economic, religious and political values and family teacher's reveafeul: subjective, social, religious, art, economic and political values. The main difference between teacher and student value concerns the emphasis and on artistic and theoretic/abstract value.