The Relationship between Value Systems of Students, Families and Schools and a Comparison of Their Hierarchy of Values

Nowadays, different institutions play a role in socialization, acculturation, and internalization of values in new generation. It is evident that consistency of these institutions in value affairs positively affects children and adolescents. On the other hand, inconsistency and contradiction in the emphasized values, especially in the two institutions of family and school, adversely influence the processes of acculturation and internalization of values and result in student's confusion, uncertainty, and concern about values. This can eventually lead to individual's conduct disorders and an increase in social abnormalities. Considering the population structure of Iran and the significance of the young generation in the future of society, the present study was carried out with the aim of indentifying the value systems of students, parents and school staff, comparing these systems and their hierarchy, as well as specifying the predictive power of these two institutions in identifying student's value system. The theoretical framework of this applied research is Parson's AGIL analytical model. For the purpose of sampling, random multi-stage sampling method was used and the sample which was drawn from 19 districts of Tehran comprised 894 boy and girl students in the third grade of high school and 420 of their parents (mothers and fathers). The required information was collected through a self-devised questionnaire. The results of the study showed that there is a positive correlation between parent's and student's value systems and parent's value system can predict that of students. On the other hand, no correlation was observed between value system of school staff and that of students. Therefore, it seems that one of the important components of the socialization process has not efficiently played its role. In addition, the findings revealed that the hierarchies of values in the three groups are different and none of them are consistent with Parson's model. More specifically, the hierarchy of student's values comprised cultural, economic, political, and social values respectively. Nevertheless, the hierarchy of parent's values consisted of economic, political, cultural, and social values respectively. The hierarchy of values of school staff included cultural, political, economic, and social values respectively. Nevertheless, the hierarchy of values in Parson's model is cultural, social, political, and economic values respectively.