Autor: Dr. phil. Thomas Peter Oeschger
Gutachtende: Prof. Dr. Elena Makarova, Universität Basel (CH), PD Dr. Anna K. Döring, University of Westminster (UK), Prof. Dr. Constanze Beierlein, Hochschule Hamm-Lippstadt. (D)
Projektdauer: 2020 - 2024

Abstract
The passing on of values across generations is of essential importance for the functioning and continued existence of a society, with schools playing a central role in the transmission of values. Despite the institutionalization of values education in schools, detailed studies on factors influencing the processes of value transmission in the school context are still scarce. This dissertation fills this gap by systematically analyzing value transmission processes within and between specific levels of the school system, supplemented by a comparative cross-sectional study between Switzerland and the United Kingdom using qualitative and quantitative research methods. Based on empirical data from the international longitudinal research project VALISE “The Formation of Children's Values in School: A Study on Value Development Among Primary School Children in Switzerland and the United Kingdom” this dissertation focuses on the central question: “What factors influence processes of value transmission within and between specific levels of the school system based on Schwartz's Theory of Basic Human Values?” The four studies conducted to answer the research question have shown, that firstly the Swiss curriculum embodies a humanistic and self-determined value orientation that encompasses all value types according to Schwartz's Theory of Human Values, although discrepancies exist between the value orientation of the curriculum and the perception of these values by teachers in their school environment. Secondly the interaction between teachers' value-related educational goals and their perceived value-related school climate over time underscores the dynamic nature of value transmission in the school environment (between the macro- and the mesolevel). From the perspective the microlevel, the third study reveals that teachers emphasize the significance of classroom processes and practical examples in terms of value transmission, with their personal values shaping their pedagogical goals and desired student behaviors. The fourth study confirms a strong correlation between teachers' value-related educational goals and societal norms in both Switzerland and the United Kingdom. The results presented make a valuable contribution to the ongoing discussion on the influence of system-related characteristics of the school system on values education and address a current research gap in empirical school research. Furthermore, the findings contribute to the advancement of theoretical understanding in this field. This knowledge is vital for comprehending the processes and influencing factors, as well as for evidence-based guidance on values education in schools. It also informs the development of curricular content and the training and professional development of those involved in values education.