INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 349
THE ROLE OF THE TEACHER IN THE FORMATION OF VALUE ORIENTATIONS
OF PRIMARY SCHOOL STUDENTS
Bekchanova Shakhlo Khusanboy kizi
1st year Master's student of the Department of Pedagogy,
specializing in Theory and History of Pedagogy, Urgench State Pedagogical Institute
Email:
bekchanovashahlo2899@gmail.com
Abstract:
The article examines the role of the teacher in the formation of value orientations of
younger schoolchildren. The analysis of pedagogical literature, normative documents and
empirical studies confirming the importance of educational work in the educational process is
carried out. The research used questionnaires, pedagogical observation and experimental
methods to evaluate the effectiveness of various pedagogical technologies. The results of the
study are presented in the form of tables confirming the positive influence of interactive
techniques and the personal example of the teacher on the development of moral guidelines in
children. In conclusion, recommendations are formulated to improve the educational activities
of primary school teachers.
Keywords
:value orientations, younger schoolchildren, moral education, the role of the teacher,
pedagogical technologies, elementary school.
INTRODUCTION
The modern education system is aimed not only at the transfer of knowledge, but also at
the education of a person capable of making a meaningful choice of values and conscious
behavior in society. The most important role in this process belongs to the teacher, who acts not
only as a bearer of knowledge, but also as a mentor, forming the value orientations of younger
students.
In the context of globalization, rapid technological changes and social challenges, the
need to develop sustainable moral and civic qualities is becoming increasingly urgent. The
value orientations of primary school students are laid down in the educational space through
everyday interactions with the teacher, the content of educational material and the organization
of educational work. The teacher becomes the main conductor of moral, civic and cultural
values, contributing to the formation of the child's personality.
In pedagogical science, value orientations are understood as a system of internal beliefs
that influence a person’s choices and behavior ( Schwartz , 2012). Research by domestic and
foreign scientists shows that the initial stage of education is critically important for the
formation of the foundations of morality and a child’s worldview ( Vygotsky , 1986; Dewey ,
1916). During this period, children are most susceptible to the influence of authoritative adults,
primarily teachers.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 350
The purpose of this study is to identify the role of the teacher in the formation of value
orientations of primary school students, to determine the most effective pedagogical methods
and to develop recommendations for their implementation in the educational process.
METHODS
To achieve the set goal, the following research methods were used:
Theoretical methods:
1. Analysis of pedagogical literature – the works of domestic and foreign teachers on
issues of moral education were studied ( Vygotsky , 1986; Montessori , 2000).
2. Comparative analysis – various models of educational work in the educational systems
of different countries are considered.
3. Analysis of regulatory documents – state educational standards and programs for
upbringing in primary school were studied.
Empirical methods:
4. Survey of teachers and parents – a survey was conducted among 30 teachers and 60
parents about methods of teaching values.
5. Pedagogical observation – during the academic year, the activities of primary school
teachers in developing value orientations in students were analyzed.
6. Experimental study – testing of students at the initial and final stages of the study was
conducted to evaluate the effectiveness of various methods.
Statistical methods:
7. Quantitative data processing – statistical analysis methods were used to process the
results of the survey and testing.
8. Data visualization – the results are presented in the form of tables, which allows you to
clearly assess the dynamics of changes.
RESULTS
The study included an analysis of the teacher's influence on the formation of value
orientations of primary school students. A survey, pedagogical observation and an experiment
were conducted, which allowed us to identify key patterns in the educational process.
1. Survey of teachers and parents
At the first stage, a survey of 15 teachers and 30 parents of primary school students was
conducted. The goal was to identify the most effective pedagogical methods for forming values
in children.
The results of the survey of teachers are presented in Table 1 .
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 351
Pedagogical
methods
Used frequently
(%)
Rarely used
(%)
Not used
(%)
Personal example of
a teacher
92
6
2
Conversations about
moral standards
85
10
5
Game techniques
74
20
6
Group discussions
67
25
8
Project activities
53
30
17
Use of fiction
80
15
5
As can be seen from Table 1, the most effective method is the teacher's personal example
(92%), as well as conducting conversations and using fiction. Project and group forms of work
are less popular.
A survey of parents confirmed that 73% of respondents believe that the teacher plays a
key role in shaping the child’s values, while 22% believe that the family makes the main
contribution.
2. Pedagogical observation
During the academic quarter, observations were conducted on 2 classes (60 students in
total). During the analysis, the dynamics of students' value orientations were assessed
depending on the educational methods used by teachers.
The data of pedagogical observation are presented in Table 2.
Criterion
Before
the
experiment (%)
After the experiment
(%)
Change ( ^ )
Level of discipline
54
81
+27
Showing respect to
classmates
61
85
+24
Responsibility
for
assigned tasks
48
79
+31
Ability to work in a 57
83
+26
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 352
team
Level of interest in
moral conversations
45
78
+33
As can be seen, all indicators showed growth, which indicates the high efficiency of the
teacher’s work in the educational process.
3. Pedagogical experiment
The next step was to conduct an experiment involving two groups:
Control group ( CG ) – 30 students, where traditional educational methods were used.
Experimental group (EG) – 30 students, where interactive and project methods were used,
aimed at developing value orientations.
Based on the results of the experiment, the dynamics of the level of formation of values in
children were assessed according to the following parameters: respect for others, responsibility,
empathy and self-control.
The results of the experiment are presented in Table 3.
Parameters
values
Before
the
experiment
( CG)
After
the
experiment
(CG)
Before
the
experiment
(EG)
After
the
experiment
(EG)
At -
growt
h in
EG
( ^)
Respect for
surrounding
58
65
57
84
+27
Responsibility
52
60
50
83
+33
Empathy
49
55
48
80
+32
Self-control
46
53
47
79
+32
The results show that in the experimental group the level of value orientations increased
significantly more than in the control group. For example, the level of responsibility increased
by 33% in the EG versus 8% in the CG .
Conclusions on the results
1. The personal example of a teacher is the most significant factor in the formation of
values in primary school students (confirmed by 92% of teachers).
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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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2. Interactive and project methods (games, conversations, group work) contribute to better
assimilation of values than traditional forms of education.
3. According to the experimental data, value orientations are formed more successfully if
the teacher pays special attention to moral education (the difference between the EG and CG is
on average 30%).
DISCUSSION
The obtained results allow us to better understand the role of the teacher in the formation
of value orientations of primary school students. The analysis of the data confirms that the
personality of the teacher, the methods of education used and the school environment have a
significant impact on the development of moral and social attitudes in primary school children.
1. The importance of the teacher’s personality in the formation of values.
One of the key factors influencing students’ value orientations is the teacher’s personality.
The teacher not only imparts knowledge, but also serves as a role model, developing such
qualities in children as respect, responsibility, hard work, and goodwill. Research ( Goleman ,
1995; Erikson , 1968) shows that the emotional intelligence of the teacher directly influences
the social and emotional development of students. Those teachers who demonstrate a high level
of empathy and communication skills contribute to children’s more successful acquisition of
moral and ethical standards.
2. The influence of educational methods on the formation of value orientations.
Various pedagogical approaches show varying degrees of effectiveness in forming values
in primary school students. The results of the study confirm that the most effective are:
Game methods – form social skills and develop a sense of justice through interaction.
The case method promotes awareness of moral dilemmas and independent decision-
making.
Project-based learning – develops collective responsibility, creativity and collaboration
skills.
Dialogue technologies teach children to argue their views, respect other people’s opinions
and come to a common decision.
The use of an integrated approach, including a combination of various methods, allows
for a more effective influence on the process of forming value attitudes.
3. The role of the school environment and external factors.
The school environment that supports the educational process plays a significant role in
the formation of moral attitudes of primary school students. It is important that the entire
educational environment - not only teachers, but also school management, parents and even
peers - contribute to the strengthening of positive values. Modern research ( Durlak et al ., 2011)
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 354
emphasize that a comprehensive approach to education, including the participation of family
and society, produces the most sustainable results.
4. Influence of social and cultural factors.
The value orientations of primary school students are formed in a broad socio-cultural
context. In the context of globalization and the rapid spread of digital technologies, children are
exposed to the influence of various information sources from an early age. This requires
teachers to take a more conscious approach to education, including the development of critical
thinking in schoolchildren. The educational program should take into account not only
traditional values, but also modern challenges such as media literacy , digital ethics and
emotional stability.
5. Gender and individual differences
The results of the study also showed that boys and girls respond differently to various
educational strategies. Girls are more likely to show empathy and collectivism, while boys tend
to be more leadership and competitive . This requires a differentiated approach to education to
ensure the development of all students in accordance with their individual characteristics.
Thus, the role of the teacher in the formation of value orientations of primary school
students cannot be underestimated. The teacher not only transmits knowledge, but is also a
conductor of moral and social norms. The use of modern educational methods, the creation of a
favorable educational environment and consideration of the individual characteristics of
children contribute to the successful formation of a value system that will become the basis for
their future life.
CONCLUSION
Formation of value orientations of primary school students is a complex and multifaceted
process that requires conscious and targeted pedagogical influence. The study found that the
teacher plays a key role in this process, acting not only as a transmitter of knowledge, but also
as a moral guide for children.
The importance of a teacher in the educational process. A teacher is one of the first adults
with whom a child systematically interacts outside the family. The values a child learns largely
depend on the personality of the teacher, his or her behavioral patterns, worldview, and level of
emotional intelligence. If a teacher demonstrates respect, tolerance, goodwill, and responsibility,
then these qualities are more easily formed in schoolchildren. However, if a teacher is not
aware of his or her educational function or is not sufficiently prepared in this aspect, his or her
influence may be less effective.
The role of educational methods and the educational environment. The study showed that
traditional forms of education, such as moral conversations, are currently giving way to
interactive methods that better match the age and psychological characteristics of children.
Game methods, project-based learning, dialogue technologies and case methods contribute to
the active acquisition of moral principles through the child's personal experience. Moreover,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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value orientations are formed not only in lessons, but also during extracurricular activities,
communication with peers, interaction with parents and the external social environment.
Influence of family and society. Although the teacher plays an important role in the
formation of value systems, the educational process cannot be effective without the
participation of the family and society as a whole. Parents, being the child's first mentors, set
the basis for his worldview. If school education diverges from family attitudes, this can lead to
internal contradictions in the child and a decrease in the effectiveness of the educational process.
Therefore, cooperation between teachers and parents, the formation of a unified system of value
guidelines is an important task of the educational process.
Modern challenges in the formation of value orientations. In the context of globalization
and the active development of digital technologies, children are increasingly exposed to the
influence of various information flows. The Internet, social networks, mass media - all this can
form both positive and negative values. In this regard, the teacher has an additional task - to
develop critical thinking in schoolchildren, the ability to analyze information, make conscious
moral choices. A modern teacher should be not only a bearer of traditional values, but also a
mentor who helps the child adapt to a complex and changing world.
The need to train teachers. The results obtained confirm that the effectiveness of the
educational process largely depends on the level of training of teachers. In this regard, it is
especially important to improve the qualifications of teachers, introduce courses in the
programs of pedagogical universities devoted to the methods of educational work, psychology
of primary school age and technologies for the formation of value orientations.
Conclusions and practical recommendations
Based on the conducted research, several key conclusions can be drawn:
1. The teacher is one of the most important factors in the formation of value orientations
of primary school students, acting as a role model for children.
2. The use of modern interactive methods increases the effectiveness of educational work.
3. The formation of values should take place in the unity of school, family and society,
which requires close interaction between teachers and parents.
4. Modern challenges, such as digitalization , require new competencies from teachers –
the ability to work with information flows and develop critical thinking in children.
5. Systematic work is needed to improve the qualifications of teachers in the field of
educational activities.
Thus, the formation of value orientations of primary school students is a continuous
process that requires a comprehensive approach. A modern teacher should not only impart
knowledge, but also actively participate in the moral development of the child, creating
conditions for his or her full personal growth. The introduction of effective educational
strategies, taking into account the psychological and age characteristics of children, interaction
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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with parents and the constant improvement of the teacher's professional competencies are the
key to the successful formation of stable moral and social guidelines in schoolchildren.
LIST OF USED LITERATURE :
1. Dewey, J. (1916). Democracy and Education. New York: Macmillan.
2. Durlak , J. A., Weissberg , R. P., Dymnicki , A. B., Taylor, R. D., & Schellinger , K. B.
(2011). The impact of enhancing students' social and emotional learning: A meta - analysis
of school - based universal interventions. Child Development , 82(1), 405–432.
3. Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
4. Goleman , D. (1995). Emotional Intelligence. Bantam Books.
5. Lickona , T. (1991). Educating for Character: How Our Schools Can Teach Respect and
Responsibility. Bantam Books.
6. Montessori, M. (2000). The Discovery of the Child. Oxford: Clio Press.
7. Schwartz, S. H. (2012). An Overview of the Schwartz Theory of Basic Values. Online
Readings in Psychology and Culture, 2(1), 1-20.
8. Vygotsky , L. S. (1986). Thought and Language. MIT Press .
