Abstract:
Personal values and self-regulated behaviour play a vital role in enhancing teachers’
professionalism, effectiveness, and job satisfaction. Personal values encompass various
domains, including family prestige, religious, social, democratic, aesthetic, economic,
education, self- indulgent, power, and health. Meanwhile, self-regulated behaviour includes
self-esteem, self- monitoring, self-evaluation, self-control, task preparation, goal orientation,
coping with challenges, and problem-solving skills. Together, these factors contribute to
enhance teaching performance, the creation of positive learning environments, and long-term
career success. The objectives of this study were to examine the relationship between teachers’
personal values and their self-regulated behaviours, and to investigate the influence of gender
in personal values and self-regulated behaviour. A quantitative research method was adopted,
targeting a sample population of 120 teachers from the Kalmunai educational zone. Data were
collected using standardized instruments selected following a comprehensive review of
relevant literature: the Personal Value Questionnaire (PVQ) developed by Sherry &
Verma (1988), and the Self- Regulated Behaviour Scale developed by Kadhiravan (2009). A
pilot study was conducted to ensure the reliability and validity of the scales prior to the final
investigation. The primary method of data collection involved administering questionnaires to
participants individually over a period of two months. Statistical analyses, including the t-test
and Pearson product-moment correlation, were conducted using the SPSS statistical package.
The results indicated a significant positive relationship between personal values and self
regulated behaviour. Additionally, the findings showed that teachers did not differ significantly
in their personal values based on gender; however, they did differ significantly in their self
regulated behaviours according to gender.
