CROSS-CULTURAL COMPARISON OF VALUE …comein.nbschool.eu/doc/Final version of reports/CoMeIn_Research... · Sub-programme or KA: Comenius Multilateral Projects CROSS-CULTURAL COMPARISON

www.comeincoach.eu

Project acronym: CoMeIn

Project title: Coaching Methodology for Teachers in Secondary Schools

Project number: 518404-LLP-1-2011-1-BG-COMENIUS-CMP

Sub-programme or KA: Comenius Multilateral Projects

CROSS-CULTURAL COMPARISON OF VALUE

ORIENTATIONS AND CULTURAL PRACTICES IN

BULGARIA, FRANCE, MARTINIQUE, POLAND,

SLOVENIA AND TURKEY

This project has been funded with support from the European Commission.

This publication reflects the views only of the author, and the Commission cannot be held responsible forany use which may be made of the information contained therein.

With the support of the Lifelong Learning Programme of the European Union

518404-LLP-1-2011-1-BG-COMENIUS-CMP 2

CONTENTS

INTRODUCTION ................................................................................................................. 3

THEORETICAL BACKGROUND.......................................................................................... 4

METHOD ............................................................................................................................. 8

RESPONDENTS ................................................................................................................. 10

RESULTS OF THE EMPIRICAL STUDY OF VALUE ORIENTATIONS AND CULTURALPRACTICES IN BULGARIA, MARTINIQUE, POLAND, SLOVENIA, FRANCE ANDTURKEY............................................................................................................................. 13

STUDY RESULTS ABOUT THE STUDENTS ................................................................. 13VALUE ORIENTATIONS ............................................................................................. 13CULTURAL PRACTICES IN THE GROUP OF THE STUDENTS.................................... 17COMPARISON BETWEEN VALUE ORIENTATIONS AND CULTURAL PRACTICES.... 23

STUDY RESULTS ABOUT THE TEACHERS ................................................................. 25VALUE ORIENTATIONS ............................................................................................. 25CULTURAL PRACTICES IN THE GROUP OF THE TEACHERS.................................... 27

CONCLUSION .................................................................................................................... 32

CoMeIn: Coaching Methodology for Teachers in Secondary Schools

www.comeincoach.eu 3

INTRODUCTION

Social system can only exist because human behavior is not random, but to some

extent predictable. What we can observe is only behavior, words, or dress. What we

infer from it is the presence of stable mental programs. This type of inference is not

unique to the social sciences – it exists, for example, in physics, where the intangible

concept of “forces” is inferred from its manifestations in the movement of objects. Like

“forces” in physics, “mental programs” are intangibles, and the terms we use to describe

them are constructs. Constructs do not “exist” in an absolute sense: We define them into

existence.



THEORETICAL BACKGROUND

The key constructs to be used in this survey for describing mental programs are

values and culture. Values are an attribute of individuals as well as of collectivities;

culture presupposes a collectivity. Geert Hofstede defines a value as “a broad tendency

to prefer certain states of affairs over others.”

Power Distance indicates the extent to which a society accepts the fact that

power in institutions and organizations is distributed unequally among individuals.

SMALL LARGELow dependence needsInequality minimizedHierarchy for convenienceSuperiors accessibleAll have equal rightsChange by evolution

High dependence needsInequality acceptedHierarchy neededSuperiors often inaccessiblePower-holders have privilegesChange by revolution

Specific behavior in Small Power Distance is characterized as the following:

n Follow rules, norms and behaviour which conform the least to hierarchy

n The employees feel free to argue with their managers

n The manager acts mostly as an initiator who mobilises others

n Employees respect those managers, who treat them as partners

Specific behavior in Large Power Distance is characterized as the following:

n Formal rituals expressing respect, attention and agreement.

n Employees do not feel free to argue with their managers

n Managers that behave friendly and are close to their subordinates may loose

their respect

n The good manager is expected to give detailed instructions

Value orientations in PDIhave a good working relationship with your direct superiorbe consulted by your direct superior in his/her decision-makingHow frequently, in your experience, are subordinates afraid to express disagreement withtheir superiors?An organization structure in which certain subordinates have two bosses should be avoided atall costs



INDIVIDUALISM vs. COLLECTIVISM (IDV)

It indicates the extent to which a society is a loosely knit social framework in

which people are supposed to take care only of themselves and their immediate

families, instead of a tight social framework in which people distinguish between in-

groups and out-groups and expect their in-group to look after them.

INDIVIDUALISM COLLECTIVISM”I“ consciousPrivate optionsFulfill obligations to selfLoss of self-respect, guilt

”We“ consciousRelationships over tasks

Fulfill obligations to groupLoss of ”face“, shame

Specific behavior in Individualistic countries is characterized as the following:

n They need clarity and straightforwardness. Prefer to speak directly.

n Achieving personal goals and desires is prior to group’s goals.

n Use more often “I” instead of “we”.

Specific behavior in Collectivistic countries is characterized as the following:

n Prefer indirect communication.

n Comply to other people’s feelings and try not to hurt anybody. It is important for

them to preserve other people’s dignity.

n They try to reach the goals set and to comply with the needs of the team. They

are interdependent.

Value orientations in IDV

have sufficient time for your personal or family lifehave good physical working conditions (good ventilation and lighting, adequate workspace, etc.)have security of employmenthave an element of variety and adventure in the job



UNCERTAINTY AVOIDANCE (UAI)

It indicates the extent to which a society feels threatened by ambiguous

situations and tries to avoid them by providing rules, believing in absolute truths, and

refusing to tolerate deviance.

STRONG WEAK

Anxiety, higher stressInner urge to work hardShowing emotions is acceptedConflict is threateningNeed for consensusNeed to avoid failureNeed for laws and rules

Relaxed, lower stressHard work not a virtue per se

Emotions are not shownConflict & competition are seen as fair play

Acceptance of dissentWillingness to take risks

There should be few rules

Specific behavior in Weak Uncertainty Avoidance is characterized as the following:

n Lower tension on work place and low resistance towards change.

n Take more risks.

n Think that there is no need for the manager to be a professional in the area.

n Consider that the hierarchy can be violated when there are reasons for this.

n Prefer broader limits and less written rules.

n Rules can be violated when needed.

n Conflicts in the organisation are natural.

Specific behavior in Strong Uncertainty Avoidance is characterized as the following:

n More stress at work and resistance to change

n Employees fear failure and take less risks

n Employees believe the manager should be a specialist

n Hierarchy structure in the organisation should be clear and respected by all

n Preference for clear requirements and instructions and specific, written rules

n Corporate rules should never be violated and conflicts are undesirable

Value orientations in UAI

How often do you feel nervous or tense at work?One can be a good manager without having precise answers to most questions thatsubordinates may raise about their workOne can be a good manager without having precise answers to most questions thatsubordinates may raise about their workA company's or organization's rules should not be broken - not even when the employeethinks it is in the company's best interest



MASCULINITY vs. FEMININITY (MAS)

It indicates the extent to which the dominant values in a society tend toward

assertiveness and the acquisition of things, and away from concern for people and the

quality of life.

MASCULINITY FEMININITYAmbitious and a need to excelTendency to polarizeLive in order to workBig and fast are beautifulAdmiration for the achieverDecisiveness

Quality of life-serving othersStriving for consensus

Work in order to liveSmall and slow are beautiful

Sympathy for the unfortunateIntuition

Specific behavior in Masculinity is characterized as the following:

n Work, material welfare, assertiveness and ability to compete take central place in

their lives.

n Roles, played by each gender are clearly distinguished.

n More agressive type of communication.

n Task-oriented.

Specific behavior in Femininity is characterized as the following:

n Accept more easily the roles of each gender.

n Interpret more easily non-verbal communication.

n Deal better with unknown.

n Relationship oriented.

Value orientations in MAS

work with people who cooperate well with one another

have an opportunity for advancement to higher-level jobs

Most people can be trusted

When people have failed in life it is often their own fault



METHOD

The personality is based on traits, which are partially inherited by the unique

gene pool, and partially learnt. “Learnt” means personal experiences – both unique and

changed by the influence of culture. The core of the culture is formed by the values.

They are the common bias to prefer a particular state of things to other. Values are

feeling with a particular direction – there is a “plus” and a “minus”. Values are among

the first things that children learn – not consciously, but subconsciously. Most

psychologists share the view, that by the age of 10 the majority of the children already

have an established basic value system, and after that age it can be changed hardly. As

values are adopted at such an early age, many of them become unconditional reflexes.

Therefore, they cannot be discussed, nor directly observed by outsiders. They can be

only derived by the way people behave under different circumstances. Different

questionnaires, developed to study the value orientations, aim at determining what

people would choose between particular options. This is also one of the main motives,

underlying the empirical study.

In our survey we use two questionnaires. We use the same questionnaires both

for students and teachers.

The first questionnaire involves 20 pairs of items which describe common

behavior in different situations. The items are grouped in pairs at the both ends of a

scale from “1” to “5”.

The second questionnaire involves 20 statements of an ideal job (VALUES

SURVEY MODULE). Scale of evaluation is Likert type:

• 1 = of utmost importance

• 2 = very important

• 3 = of moderate importance

• 4 = of little importance

• 5 = of very little or no importance

For each dimension the index range from 0 to 100 as follows:

– Power Distance:

• Small – from 0 to 50;

• Large – from 51 to 100;



– Uncertainty avoidance:

• Weak – from 0 to 50;

• Strong – from 51 to 100;

– Collectivism (from 0 to 50) versus Individualism (from 51 to 100);

– Femininity (from 0 to 50) versus Masculinity (from 51 to 100);

– Short term orientation (from 0 to 50) versus Long term orientation (from

51 to 100).

In the end of survey we ask respondents about some demographic data:

– gender;

– age;

– class / for students/;

– type of school;

– level of education;

– total work experience / for teachers/;

– experience in this area / for teachers/;

– specialty/occupation / for teachers/;

– position / for teachers/;

– nationality.



RESPONDENTS

The study was conducted in 2012 among 962 students and teachers in schools in

Bulgaria, Poland, Slovenia, Turkey and France. There are a total of 962 respondents who

took part /681 – students and 281 – teachers/, distributed by demographic

characteristics.

Fig. 1. DISTRIBUTION BY GENDER IN THE GROUP OF THE STUDENTS (IN %)

Fig. 2. DISTRIBUTION BY AGE IN THE GROUP OF THE STUDENTS (IN %)

Fig. 3. DISTRIBUTION BY NATION IN THE GROUP OF THE STUDENTS (IN %)



Fig. 4. DISTRIBUTION BY GENDER IN THE GROUP OF THE TEACHERS (IN %)

Fig. 5. DISTRIBUTION BY AGE IN THE GROUP OF THE TEACHERS (IN %)(FROM 20 TO 61 years; average - 44 years)

Fig. 6. DISTRIBUTION BY TOTAL EXPERIENCE IN THE GROUP OF THE TEACHERS(IN %) (FROM 1 TO 40 years, average – 18 years)



Fig. 7. DISTRIBUTION BY EXPERIENCE IN THE SCHOOL IN THE GROUP OF THETEACHERS (IN %) (FROM 1 TO 36 years, average – 14 years)

Fig. 8. DISTRIBUTION BY TYPE OF THE SCHOOL IN THE GROUP OF THE TEACHERS(IN %)

Fig. 9. DISTRIBUTION BY NATION IN THE GROUP OF THE TEACHERS (IN %)



RESULTS OF THE EMPIRICAL STUDY OF VALUE ORIENTATIONS ANDCULTURAL PRACTICES IN BULGARIA, MARTINIQUE, POLAND,SLOVENIA, FRANCE AND TURKEY

STUDY RESULTS ABOUT THE STUDENTS

VALUE ORIENTATIONS

Respondents’ answers should not be accepted literally, however, data from the

questionnaires provide useful information, as they show differences in the answers

between groups or categories. When interpreting the claims of the respondents about

their values, it is important to make difference between desirable and desired – i.e. what

should be a job according to us and what we want for ourselves. The questions related

to the desirable target people by referencing of true/false. The desired is formulated to

refer to “you” or “me” and what we consider important, what we want for ourselves. To

a small extent the desirable overlaps with the actual behavior, but even the claims about

the desired, although closer to the actual behavior, do not necessarily correspond with

people’s behavior in a situation of choice.

The received results of the preferences’ study about the perfect job for students

show high power distance (PDI=51), high uncertainty avoidance (UAI=59), masculinity

(MAS=50) and collectivistic (IDV=41) orientations, as well as short-termed orientation

(LTO=40). The data are shown in Figure 10.

Fig. 10. INDICES ABOUT ALL DIMENSIONS IN THE GROUP OF THE STUDENTS



These results show that the surveyed students from the five countries prefer to

have a good relationship on their workplace with their manager and expect from him to

keep things “on a leash”. In this regard, that expresses their need for many written and

unwritten rules. They prefer not to change the rules even if one of them does not work.

Thus, they avoid increasing the stress level, caused by the dominant perception of

change as a threat rather than opportunity. At the same time, they believe that in their

work it is more likely to compete, rather than to cooperate, and because of that tend not

to trust others very much. Students share the conviction that success to large extent

depends on them, which is in the basis of their expressed desire to grow in the

organizational hierarchy. At the same time, however, preferences for the job to allow

sufficient time for personal and family life dominate, as well as greater security on the

workplace, i.e. work in familiar situations and with fewer challenges.

Single-factor dispersion analyses are applied to check the differences (One-Way

ANOVA).

Significant differences in value orientations appear according to the gender of

the surveyed students in the “Individualism vs. Collectivism” dimension (see Fig. 11).

Fig. 11. DIFFERENCIES IN THE DIMENSION INDIVIDUALISM VERSUSCOLLECTIVISM BY GENDER (STUDENTS)

As seen on Figure 11, both in boys and girls collectivist orientations dominate.

However, the index is higher for boys. These results show that boys prefer job, which is

challenging and diverse, in which they can compete and grow. In contrast, girls prefer

more a job in which they rather cooperate, which provides good labor conditions and to

have sufficient time for personal and family life. These results, probably, could be



explained by the sex-role stereotypes – women are concerned in greater extent for the

quality of life, and men – are oriented in pursuing and achieving material success.

The gender also differentiates considerably value preferences in “Uncertainty

Avoidance” dimension. As it is shown in Figure 12, orientations to avoid indefinite

situations are stronger in girls. That comes to show that in girls the stress level is

higher, the need for many rules is stronger, as well as the conviction that even one of the

rules is not effective it must not be changed. These results are expected and logical,

since in most studies it is found relatively higher stress and anxiety level in women.

Fig. 12. DIFFERENCIES IN THE DIMENSION UNCERTAINTY AVOIDANCE BY GENDER(STUDENTS)

Age is also an important factor that differentiates value preferences in the

“Uncertainty Avoidance” dimension. Data is displayed in Figure 13. Results show that

with the age increasing certain preferences for particular and structured situations in

which people feel more secure and experience lower stress level grow. Preferences for a

job, in which people would not compete, are stated clearly and categorically. In addition,

work must be characterized with very detailed and formalized rules and procedures.

The probable explanation can be associated with the dominant beliefs and convictions

in the sociocultural context of the studied societies, which determine the culture of

these societies mostly as highly uncertainty avoiding. In such a culture people would

rather follow the changes and would not initiate them. Similar data are reported by

G.Hofstede.



Fig. 13. DIFFERENCIES IN THE DIMENSION “UNCERTAINTY AVOIDANCE” BY AGE(STUDENTS)

Significant differences are also found in terms of surveyed students’ nationality. Data

are displayed in Figure 14.

Fig. 14. DIFFERENCIES IN ALL DIMENSIONS BY NATION (STUDENTS)

It is discovered that in “Power Distance” dimension only in surveyed students

from Turkey are found preferences which support low power distance, while with all

other students stand out orientations, which characterize high power distance. The

results for Turkey are unexpected, but the index values are very close to the average for

that dimension and it is possible that they are result of situational factor. The data for

the “Uncertainty Avoidance” dimension by all respondents show high uncertainty

avoidance. For the “Individualism vs. Collectivism” only the surveyed students from

Slovenia show index values, which do not determine clearly whether the preferences

are individualistic or collectivistic. Data, found for the “Masculinity vs. Femininity”

dimension show that in Bulgaria, Poland and Turkey dominate preferences, which

support feminine culture, while in France and Martinique, as well as in Slovenia are



supported masculine orientations. These results are confirmed by other studies, as well

as by the G.Hofstede’s data, and perhaps could be interpreted by the relevant

sociocultural context. Analogical results are registered also for the “Long Term

Orientation vs. Short Term Orientation” dimension. In Bulgaria, Poland and Turkey

short term orientations clearly stand out, in Slovenia – long term perspective, and in

France and Martinique are found boundary values. These data are also expected and

logical.

CULTURAL PRACTICES IN THE GROUP OF THE STUDENTS

In studies of cultural practices the following tendencies stand out: in general,

cultural practices, which dominate in the surveyed schools, show that high power

distance (PDI=58), high uncertainty avoidance (UAI=65), individualistic (IDV=65) and

masculine (MAS=61) are supported. Data are presented in Figure 8. These results are

logical and expected, as cultural practices are actually a result of value beliefs and

convictions, which shape the value-motivational sphere of the personality and reflect in

everyday behavior of people.

Fig. 15. INDICES OF CULTURAL PRACTICES IN ALL DIMENSIONS IN THE GROUP OFTHE STUDENTS

In the study additionally is prepared a research on responses’ frequency

distribution for each pair of statements on the individual dimensions. In Table 1 are



presented data for the statements, which shape the cultural practices in the “Power

Distance” dimension.

Table 1. DISTRIBUTION BY ITEMS IN THE DIMENSION “POWER OISTANCE” (PDI) -STUDENTS

N LOW PDI MIDDLE HIGH PDI

1students in a school are taught thattheir opinion counts as much as theteachers’

31.0 41.0 28.0students in a school are taughtthat the authority of the teachersis not to be questioned

2

student in a school are encouragedto learn that nothing is to be takenfor granted 27.0 43.0 30.0

student in a school are taughtthat statements from older ormore important persons are tobe accepted

3

students continually challenge theirteachers and where it is sometimesdifficult to make out who is incharge and who should be told whatto do

27.0 38.0 35.0

the teacher decides and closelyleads and controls his/herstudents and the students acceptthis because they respecthim/her and consider this to behis responsibility

4 students are told when they havedone their job well 38.0 36.0 26.0 students are shown only the

mistakes they make

5 changes are implemented afterconsulting with students or teachers 13.0 65.0 22.0

changes are implemented onorder from management

As seen from Table 1, surveyed students do not have a clearly defined opinion

about the four out of the five statements, which shape the “Power Distance” dimension.

Results show that students equally share the opinion that in school they will be taught,

that the authority of the teachers must not be questioned, as well as that their opinion is

as important as their teachers’. Similar are the data for the statement that students are

encouraged to adopt opinions of the older and more important people, or are

encouraged not to take anything “on faith”. Attitude towards the statements is the same:

elders’ and more important people’s opinion must be accepted / things should not be

taken “on faith”. Indefinite is the opinion of the surveyed students whether the teacher

should keep things “on a leash” or should treat them as equals, as well as for the way

changes are introduced. Clearer and stronger is the position that students are shown

not only the mistakes that they make, but the positive results as well. Presented in such

a way, cultural practices show that school environment does not add to a competitive

behavior, aimed at achieving higher results and strong desire for achievements.

Dominant cultural practices combined with leading value preferences reflect a strong

need of dependence and expectation for a more imperative management style. Perhaps



for this reason surveyed students show stronger preferences towards a job where all

the responsibility lies with the direct manager, and he is seen as “caregiving father”. He

is expected to be competent and narrow specialist in the respective field and for that he

is respected.

These cultural practices are in strong correlation with the practices, which shape

the “Uncertainty Avoidance” dimension (see Table 2). There is again an indefinite

opinion about what dominates in school – to equal extent students learn that they

should respect and honor both people sharing the common culture who know how to

handle every situation, and competent leaders and specialists. There is an explicit view

that a lot of rules should be to be followed in school, however, in the same time it is

stated that if a rule is ineffective it has to be changed. Clearly expressed is also the view

that dominant practices in school teach students to create clear structures and avoid

ambiguous situations, which determines to some extent the stronger resistance towards

changes and their slow introduction. At the same time, students register great

differences between generations. These dominant practices actually show why

surveyed students’ preferences are related to a job in which people feel secure, less

stressed, with defined and strictly structured situations for which they have experience

relevant to the new information.

Table 2. DISTRIBUTION BY ITEMS IN THE DIMENSION “UNCERTAINTY AVOIDANCE”(UAI) - STUDENTS

N WEEK UNCERTANTY AVOIDANCE MIDDLE STRONG UNCERTANTY AVOIDANCE

1 student are taught in school tolive in chaos and uncertainty 24.0 24.3 51.7

student are taught in school tocreate clear structures and toavoid ambivalent situations

2

people with a general knowledgeare admired because they knowhow to deal with most everysituation

34.0 38.9 27.1specialists and competentleaders are admired

3 there are only a few rules to beobeyed in society 23.2 20.5 56.3 there are many rules to be

obeyed in society

4 rules may be broken forpragmatic reasons 37.7 28.2 34.1 school rules should not be

broken

5 smaller generation gap 23.8 21.1 58.1 greater generation gap

Analogical results are found for the statements which shape the cultural

practices for the “Individualism vs. Collectivism” dimension. Surveyed students share

that in school they are taught to choose their friends based on similar interests. The

practice that encouragement is received upon results and achievements, as well the



students should defend their interests themselves, is also supported. These practices

support individualistic orientations. In contrast, however, it is shared that at school

community spirit and social solidarity are encouraged, which characterizes collectivistic

orientations. Perhaps, it is these results that contribute to the not that high dimension

index. Another thing worth to pay attention to is the fact that value orientations are

more collectivistic and probably because of that dominant cultural practices are not

clearly defined.

Table 3. DISTRIBUTION BY ITEMS IN THE DIMENSION “INDIVIDUALISM VERSUSCOLLECTIVISM” (IDV) - STUDENTS

N COLLECTIVISM MIDDLE INDIVIDUALISM

1students in their groups havestrong and lasting relationships 17.6 21.4 61.0

students choose their friendsbecause of similar interests orsympathy

2 communal spirit and socialsolidarity predominate 41.7 36.0 22.3 loneliness and freedom

predominate

3

promotion is granted because ofloyalty, appropriate family andage 15.2 23.5 61.3

promotion is granted because ofperformance and not because ofloyalty, appropriate family andage

4

a teacher who does not make useof his/her power in order to get agood evaluation for a member ofthe family in need is regarded asimmoral

21.4 37.8 40.8

a teacher who makes use ofhis/her power in order to get agood evaluation for a member ofthe family in need is regarded asimmoral

5 students expect school to defendtheir interests 27.7 24.9 47.4

students are expected to defendtheir own interests

In Table 4 are presented the results for the individual statements which shape

the “Masculinity vs. Femininity” dimension. Categorically stated is the view that

students learn that motivation is a result of clearly defined goals and great

responsibility, as well as that confrontations are something positive leading to success.

Sharing this perspective is also the view that students are also encouraged to

recognition and rewards, as well as that boys are much more oriented towards the

material success and girls are more concerned about the relationships between people.

These practices are associated with masculine orientations. Opposite to these data is the

view that students are encouraged to express sympathy towards the less successful

ones. This statement defines cultural practices as more feminine. The ambiguity of the

cultural practices could be associated with the domination of mostly feminine value

preferences.



Table 4. DISTRIBUTION BY ITEMS IN THE DIMENSION “MASCULINITY VERSUSFEMININTY” (MAS) – STUDENTS

N FEMININTY MIDDLE MASCULINITY

1people express their sympathy withthe less successful and thesuccessful are envied

40.4 31.6 28people adore the successful andblame the less successful

2

motivation at a school results froma pleasant environment, warmthand friendliness 29.2 24.7 46.1

motivation at a school resultsfrom clearly defined goals and agreat deal of responsibility asresponsibility is a proof forsuccess

3

people at a place of work endeavorto accomplish agreement andcolleagues do not compete witheach other

30.7 29.5 39.8

confrontations are valued assomething positive and leadingto achievement: either you facecompetition or you perish

4

both men and women can bemodest and understanding, thinkingabout the quality of life 46.4 31.2 22.4

men pursue material success andwomen are rather modest andunderstanding, thinking aboutthe quality of life

5 students less interested inrecognition 18.9 21.4 59.7 students aspire to recognition

In examining the differences in cultural practices’ dimensions were found the

following results: gender differentiates cultural practices in the “Uncertainty Avoidance”

dimension and “Individualism vs. Collectivism” dimension (see Figure 16).

Fig. 16. DIFFERENCIES IN THE CULTURAL PRACTICES IN THE DIMENSIONS“UNCERTAINTY AVOIDANCE” AND “INDIVIDUALISM VERSUS COLLECTIVISM” BY

GENDER (STUDENTS)

As seen on Figure 16, in both dimensions girls score higher. These results are

expected and logical for the cultural practices in the “Uncertainty Avoidance”

dimension. For the “Individualism vs. Collectivism” dimension, however, they are

unexpected. Perhaps, however, they can be interpreted in terms of changing the gender-



role stereotypes. Women, as well as men, are oriented towards pursuit of material

success; they are ambitious and do well in managerial positions.

Age differentiates cultural practices in the “Power Distance” and “Masculinity vs.

Femininity” dimensions (see Figure 17). It is found that with the age increasing, the

significance of the practices, that support high power distance and masculine

orientations, is increasing as well. That means that people will expect an imperative

style of behavior and management and they will be embarrassed to express their

opinion in front of their superiors, especially if it is contrary, they will oppose changes

and probably will be more conservative in their own behavior. However, in the same

time, they will aim to achieve recognition, adopt competitive behavior and will be

willing take on more responsibility as s proof of success.

Fig. 17. DIFFERENCIES IN THE CULTURAL PRACTICES IN THE DIMENSIONS“POWER DISTANCE” AND “MASCULINITY VERSUS FEMININITY” BY AGE

(STUDENTS)

Significant differences are found according to nationality (see Figure 18). In

general, it is registered that, according to the surveyed students, cultural practices

support high power distance, strong uncertainty avoidance, individualistic and

masculine orientations. It is found, that students from Turkey have the lowest index

values.



Fig. 18. DIFFERENCIES IN THE CULTURAL PRACTICES IN ALL DIMENSIONS IN THEGROUP OF THE STUDENTS

COMPARISON BETWEEN VALUE ORIENTATIONS AND CULTURAL PRACTICES

To check differences between value orientations and cultural practices a T-test

was used for dependent samples. Results from the test show that significant differences

are found only in the “Individualism vs. Collectivism” and “Masculinity vs. Femininity”

dimensions. In terms of value preferences collectivistic and feminine orientations are

registered, while in terms of cultural practices the result is categorically for

individualism and masculinity. This result could be related with the age of the

respondents, who are in a period of search for their identity. It is clear from Figure 19

that in “Power Distance” and “Uncertainty Avoidance” dimensions both indices show

high power distance and strong uncertainty avoidance, with cultural practices having

higher values.

Fig. 19. INDICES OF VALUE ORIENTATIONS AND CULTURAL PRACTICES IN THEGROUP OF THE STUDENTS



From the surveyed students’ obtained results it can be concluded that value

orientations and cultural practices support high power distance, strict subordination in

relations, combined with relatively low motivation and striving for achievements, more

competitive behaviour and collectivistic orientation. In this sense, it is important to

apply practices which are more likely supporting low power distance – students to be

trained and taught, that their opinion is as important as their teachers’ and not to accept

anything “on faith”, because they lead to strong need of independence. In the everyday

behavior this reflects in strong need and striving to take on more responsibility, greater

flexibility, adaptability and initiative. It is also important for students to be trained and

taught in unstructured situations, to accept change as an opportunity and not as a

threat, to be open to new things. That leads to a strong need to frame a few rules, which

would be followed and that in the everyday behavior reflects in lower levels of stress

and anxiety, higher initiative and activity. Registered data about the cultural practices

support individualistic and masculine orientations which are expressed in a more

competitive behavior, strong motivation for achievements and defending personality’s

interests and goals. Such behavioral model is more effective, both on individual and

organizational level, and leads to increased prosperity.

It is important to compare value orientations’ results of the students and their

opinions for the practices in school with those of the teachers in order to determine the

degree of consistency and to provide an opportunity to draw conclusions, which would

be useful for the consulting and implementing the new coaching methods.



STUDY RESULTS ABOUT THE TEACHERS

VALUE ORIENTATIONS

From the study of value orientations for teachers the following results were

found (see Figure 20): dominant preferences support mostly high power distance,

which suggests more authoritarian behavioral style, orientation towards cooperation

and avoiding conflict situations. At the same time, strong uncertainty avoidance is

clearly outlined which associates more with the search for structured situations, a lot of

written and unwritten rules, higher stress levels and insecurity at the work place.

However, a strong desire for achievements, search for various and challenging tasks and

taking on responsibility for success or failure of the behavior is registered. Preferences

associated with collectivistic values are found – search for a job which would leave

sufficient time for personal or family life, better labor conditions. A short-term

orientation is also clearly defined in value preferences. These results have strong

consistency with those received from the surveyed students, and are probably related

to the whole picture, dominant beliefs and convictions in society in the surveyed

countries and are comparable with those in other studies.

Fig. 20. INDICES OF THE VALUE OREINTATIONS IN THE GROUP OF THE TEACHERS

To check the differences in value preferences of individual dimensions were

conducted dispersion analyses (ONE-WAY ANOVA), which results show the following

trends: significant differences are found in the “Individualism vs. Collectivism” and



“Masculinity vs. Femininity” dimensions in terms of nationality of the surveyed

teachers. Data are presented successively in Figure 21 and Figure 22.

Fig. 21. INDICES OF THE VALUE OREINTATIONS IN THE GROUP OF THE TEACHERSIN THE DIMENSION “INDIVIDUALISM VERSUS COLLECTIVISM”

As shown in Figure 21, only the surveyed teachers from France and Martinique

support preferences connected to individualistic culture, while in all other teachers

dominate collectivistic value orientations. In terms of socio-cultural environment in

Bulgaria, Slovenia, Poland and Turkey these results are expected.

Analogical are the results for value preferences in the “Masculinity vs.

Femininity” dimension. For Bulgaria and Poland are registered feminine value

orientations, for Turkey index values are close to the limit, and for Poland and Slovenia

the masculine orientations are dominant.

Fig. 22. INDICES OF THE VALUE OREINTATIONS IN THE GROUP OF THE TEACHERSIN THE DIMENSION “MASCULINITY VERSUS FEMININITY”



The found results show that in Bulgaria and Poland teachers prefer mostly a job

in which they would collaborate and would not compete. They also strive for a job

which would bring them greater sense of security, which probably is related to the

relevant socioeconomic context.

CULTURAL PRACTICES IN THE GROUP OF THE TEACHERS

Cultural practices at school outline high power distance, strong uncertainty

avoidance, individualistic and masculine orientations. Data are presented in Figure 23.

Fig. 23. INDICES OF THE CULTURAL PRACTICES IN THE GROUP OF THE TEACHERS

For a clearer understanding is prepared a frequency distribution of the individual

statements in each dimension of the cultural practices. For the “Power Distance”

dimension data are presented in Table 5.

Table 5. DISTRIBUTION BY ITEMS IN THE DIMENSION “POWER DISTANCE” – TEACHERSN LOW PDI MIDDLE HIGH PDI

1students in a school are taught thattheir opinion counts as much as theteachers’

50.0 23.2 26.8students in a school are taught thatthe authority of the teachers is notto be questioned

2

student in a school are encouraged tolearn that nothing is to be taken forgranted 50.0 28.2 21.8

student in a school are taught thatstatements from older or moreimportant persons are to beaccepted

3

students continually challenge theirteachers and where it is sometimesdifficult to make out who is in chargeand who should be told what to do 37.3 26.9 35.8

the teacher decides and closelyleads and controls his/her studentsand the students accept thisbecause they respect him/her andconsider this to be hisresponsibility

4 students are told when they havedone their job well 60.9 17.6 21.5 students are shown only the

mistakes they make

5 changes are implemented afterconsulting with students or teachers 37.5 27.9 34.8 changes are implemented on order

from management



Unlike the data from the students, results received from teachers show a clearly

defined opinion about the cultural practices in that dimension. Teachers believe that

students are taught and learnt that opinion of the latter is as important as teachers’ and

they should not accept anything for granted, positive results are also shown to students.

Similar is the attitude towards changes – they are introduced after consultations with

those whom they refer to. These practices stimulate children to have a more

independent behavior that is characterized by higher initiative and activity, stronger

desire for taking on responsibility and calculated risk. Such a behavior can contribute

for a greater success, both in personal and professional relationships, and add to

increasing the effectiveness and welfare.

In Table 6 are presented results for statements in the “Uncertainty Avoidance”

dimension. According to data, the view that practices support uncertainty avoidance is

categorically verified. Surveyed teachers believe that students are taught to respect and

honor only the competent specialists. Students are also encouraged to create clear

structures and avoid uncertain situations. Furthermore, it is found that there are a lot of

rules, however, even if there is an ineffective one it is not changed. The view that there

are great differences between generations is categorically affirmed.

Table 6. DISTRIBUTION BY ITEMS IN THE DIMENSION “UNCERTAINTY AVOIDANCE” –TEACHERS

N WEEK UNCERTANTY AVOIDANCE MIDDLE STRONG UNCERTANTY AVOIDANCE

1 student are taught in school tolive in chaos and uncertainty 18.4 16.2 65.4

student are taught in school tocreate clear structures and toavoid ambivalent situations

2

people with a general knowledgeare admired because they knowhow to deal with most everysituation

37.3 23.7 39.0specialists and competentleaders are admired

3 there are only a few rules to beobeyed in society 22.3 17.6 60.1 there are many rules to be

obeyed in society

4 rules may be broken forpragmatic reasons 35.8 21.5 42.7 school rules should not be

broken

5 smaller generation gap 32.5 28.5 49.0 greater generation gap

Data about cultural practices in the “Individualism vs. Collectivism” dimension

are presented in Table 7. Results show, that students are encouraged to choose their

friends based on similar interests or sympathy, as well as that encouragement is

received upon achievements. These practices support individualistic orientations. At the



same time, however, it is registered that students support community spirit and social

solidarity, and also that they expect the school to protect their interests. Unlike

dominant beliefs and convictions, which support the collectivistic culture,

individualistic practices are strongly backed as well.

Table 7. DISTRIBUTION BY ITEMS IN THE DIMENSION “INDIVIDUALISM VERSUSCOLLECTIVISM” – TEACHERS

N COLLECTIVISM MIDDLE INDIVIDUALISM

1students in their groups have strongand lasting relationships 28.7 21.9 49.4

students choose their friendsbecause of similar interests orsympathy

2 communal spirit and socialsolidarity predominate 46.0 28.1 25.9 loneliness and freedom

predominate

3

promotion is granted because ofloyalty, appropriate family and age 23.7 22.6 53.7

promotion is granted because ofperformance and not because ofloyalty, appropriate family andage

4

a teacher who does not make use ofhis/her power in order to get a goodevaluation for a member of thefamily in need is regarded asimmoral

21.6 49.3 29.1

a teacher who makes use ofhis/her power in order to get agood evaluation for a member ofthe family in need is regarded asimmoral

5 students expect school to defendtheir interests 47.3 21.9 30.8

students are expected to defendtheir own interests

From data presented in Table 8 could be traced the view of the surveyed

teachers about the cultural practices which shape the “Masculinity vs. Femininity”

dimension. Results show indefinite opinion about what must be supported as a practice

in students’ education – to admire the successful and prosperous or to care about the

weaker and even to envy the prosperous. However, the shared view is that students are

mostly encouraged towards collaboration and consent rather than competition, as well

as that both boys and girls could be equally oriented towards results or relationships.

These practices support feminine orientations. At the same time students are taught be

motivated by clearly defined goals and higher responsibility as a proof of success, as

well as to seek recognition and rewards. Such practices support mostly masculine value

orientations.



Table 8. DISTRIBUTION BY ITEMS IN THE DIMENSION “MASCULINITY VERSUSFEMININTY” – TEACHERS

N FEMININTY MIDDLE MASCULINITY

1people express their sympathy withthe less successful and thesuccessful are envied

35.0 34.6 30.4people adore the successful andblame the less successful

2

motivation at a school results froma pleasant environment, warmthand friendliness 37.3 20.1 42.7

motivation at a school resultsfrom clearly defined goals and agreat deal of responsibility asresponsibility is a proof forsuccess

3

people at a place of work endeavorto accomplish agreement andcolleagues do not compete witheach other

44.6 28.2 27.1

confrontations are valued assomething positive and leadingto achievement: either you facecompetition or you perish

4

both men and women can bemodest and understanding, thinkingabout the quality of life 44.3 31.8 23.9

men pursue material success andwomen are rather modest andunderstanding, thinking aboutthe quality of life

5 students less interested inrecognition 25.8 20.8 53.4 students aspire to recognition

In order to study the differences in individual dimensions of cultural practices

dispersion analysis (ANOVA) is used, results of which show that only nationality

differentiates significantly cultural practices in individual dimensions. Data are

presented in Figure 24.

Fig. 24. DIFFERENCIES BETWEEN TEACHERS IN THE CULTURAL PRACTICES OFTHE ALL DIMENSIONS

As it is shown in Figure 24 in “Power Distance” dimension are registered the

following differences: in Bulgaria, Slovenia, France and Martinique cultural practices

support high power distance – imperative management style, strict control and

subordination in interactions, opposition to changes. In Poland and Turkey, however,



are supported practices which characterize low power distance – consultative

management style, rapid introduction to changes, which leads to higher effectiveness

and prosperity.

For the “Individualism vs. Collectivism”, “Masculinity vs. Femininity” and

“Uncertainty Avoidance” dimensions index values show practices which support

individualistic and masculine orientations, as well as strong uncertainty avoidance.

To study differences in value orientations and cultural practices in teachers a T-

test for dependent samples was used, results of which are presented in Figure 25. The

most significant differences are found between the value orientations and cultural

practices in the “Individualism vs. Collectivism” and “Masculinity vs. Femininity”

dimensions. Value preferences support collectivistic and feminine culture, while

cultural practices stay mainly at individualism and masculinity poles.

Fig.25. DIFFERENCIES BETWEEN VALUE ORIENTAIONS AND CULTURALPRACTICES IN THE GROUP OF THE TEACHERS

In other dimensions – “Power Distance” and “Uncertainty Avoidance” no

significant differences are found.

Received results show that it is important to support practices and orientations

which encourage students towards strong desire to attain results and achievements, to

assert their interests, to be more confident in themselves, to be flexible and adaptive to

constantly changing conditions.



CONCLUSION

The conducted research on the value orientations and culture practices does not

pretend for representativeness, however, its results allow explaining the everyday

behavior of teachers and students in the surveyed schools. Dominant beliefs and

convictions shape value preferences and reflect in the everyday practices and relations

between people. It is found that, dominant preferences and practices in the surveyed

schools in Bulgaria, Poland, Slovenia, France, Martinique and Turkey support high

power distance, which is characterized by an imperative management style, low

motivation for achievements, accepting change as a threat and not as an opportunity. At

the same time, orientations and practices support high uncertainty avoidance, which is

associated with the need of written and unwritten rules and procedures and,

concurrently, even if a rule is ineffective, it should not be changed. That is associated

with even higher stress level, with the search for clear and defined structures and

avoiding unknown situations. These dominant preferences and practices actually do not

lead to increase of the effectiveness and prosperity. In terms of the “Masculinity vs.

Femininity” dimension the found results categorically put the preferences at the

femininity side and practices at the masculinity scale. The masculine culture is

characterized by admiration for the successful and prosperous ones, with a search for

and taking on more responsibilities and calculated risk, with pursuit of material success

and accepting confrontations as something positive. For the “Individualism vs.

Collectivism” dimension are registered significant differences. Value preferences

support collectivistic orientations, while cultural practices – support individualistic

orientations. In that sense, it is important to find the balance between these differences,

so that students’ education and training to be results oriented, towards self-realization,

to defend own interests with the clear idea that achieving own results is positive not

only to the individual person, but also to the group in which he participates.

In that sense, students must be encouraged to be more confident when defending

their own view and position, to be oriented towards achievements, since that is in the

basis of successful realization and for achieving respect and recognition from others.

Teachers are expected to be highly committed to students’ problems, to motivate and

stimulate students to continue their education. For teachers it is important to comply



with what is leading in cultural practices at school, and also with students’ preferences

in order to support a behavior which may result in taking on responsibility and solving

problems. Concurrently it is important to work – directly and indirectly, to reduce the

uncertainty, to increase the desire for achievements by introducing practices that

contribute to understanding of the difficulties which have to be overcome, so the

students themselves would solve the problems successfully. In this way, by encouraging

young people to develop and improve their competence, it is possible to reduce the

number of students who abandon school education.

Survey results give ground to expect that by providing a coaching methodology

to the teachers, they will have an effective tool to meet the prevailing attitudes and

expectations of the students “to be led” by the authorities in school. At the same time

the essence of the method is such, that teachers will do that in a non-imperative

manner, which creates prerequisites for developing students’ own potential and

encourages towards taking on more responsibility for their decisions and behavior.

Documents

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