- The purpose of this study was to measure the relative prominence
of the values -- theoretical, economic, political, aesthetic, social, and
religious--among the four groups of institutional educators under the
direction of the State of Oregon Corrections Division in the two adult
and two juvenile facilities; namely, the Oregon State Penitentiary, the
Oregon State Correctional Institution, MacLaren School for Boys, and
Hillcrest School of Oregon.
The 68 subjects were all full-time educators functioning as:
academic teachers, vocational instructors, and those classified as
"other", which included educational administrators, librarians, and
recreational and physical educators. All were State certified personnel
with varying amounts of education, experience, and age, including both
men and women, but predominately men. Measurement was voluntary, and
68 (81.9%) of 83 educators responded, netting a response of 80.6% of
the male personnel and 85.7% of the female.
Measurement was determined by the Allport-Vernon-Lindzey Study of
Values, Third edition, 1960, and the principal groupings within the four staffs were completed by a predetermined categorization which
included: 1) Assigned institution, 2) Educational assignment,
3) Employment status (full or part-time), 4) Sex, 5) Age, 6) Educational
preparation, and 7) Educational experience.
The study was designed to measure four institutional groups of
correctional educators of unequal size to answer the following questions:
1. To what extent do the values appear in the total sample for
all educational personnel within the four institutions?
2. To what extent are the values present in the combined staff
within each of the four institutions?
3. When the four separate educational staffs are compared, does
the presence of each value differ significantly?
4. To what extent are the values present for certain definable
groups within the four institutions?
5. When the definable groups are compared, does the presence of
each value differ significantly?
Significant difference was tested at the .01 level of confidence
by the use of t-tests.
The analysis of Question 1
68 respondents were:
revealed that the mean scores for all
Scale 1. Theoretical = 41.7500 with SD 6.5223,
Scale 2. Economic = 40.8971 with SD 8.4438,
Scale 3. Aesthetic = 39.2647 with SD 8.5468,
Scale 4. Social = 39.1324 with SD 7.7893,
Scale 5. Political = 41.9412 with SD 6.7516,
Scale 6. Religious = 36.6765 with SD 10.1756,
with significant difference at the .01 level of confidence between
Theoretical and Religious, Economic and Religious, and Political and
The analysis of Questions 2 and 3 indicated, after 3n analysis of
the institutional mean scores, that there were significant differences
within institutional scoring on the six scales, but that no significant
difference at the .01 level of confidence existed when comparing
individual scales between one institutional staff and another.
Questions 4 and 5 resulted in the application of t-tests, after
the scales' means of the variables were identified, which revealed
significant differences at the .01 level of confidence between groupings
on Economic, Aesthetic, and Social when comparing academic and
vocational educators; Aesthetic when comparing male and female personnel;
Economic and Social when comparing educational preparation of less than
a Bachelor's degree with a Bachelor's degree, but less than a Master's
degree; Social when comparing educators whose teaching experience was
less than one year with those with one, but less than five years; Social
when comparing experience of less than one year with experience of five,
but less than 10 years; and Social when comparing experience of less
than one year with those with 10 years or more. Other differences found
were not at the .01 level of confidence.
It was concluded that some significant differences do exist between
the institution faculties and among their educators, but more likenesses
prevailed than did differences.