Pre-service Teachers’ Values and Classroom Management Styles for Inclusive Education: An Exploratory Study

This study aims to explore pre-service teachers' classroom management styles and investigate their relationship with their value priorities. Specifically, starting from the Theory of the Universal Structureof Human Values (Schwartz & Cieciuch, 2021), it is hypothesized that the value dimensions of Self-Transcendence and Openness to Change correlate positively with the authoritative management style of teachers (Kearney, 2008). The research involved 715 pre-service teachers (M=276/F=439) enrolled in the University of Salerno’s TFA support specialization course (Italy) in the academic year 2022/2023. The Portrait Values Questionnaire (PVQ-RR) (Schwartz et al., 2012)and the Classroom Management Profile (Kearney, 2008)were administered. The statistical analysis using Multiple Linear Regression confirms a significant positive relationship between the variables. The results of this study suggest considering classroom management styles and values in professional development programs for implementing inclusive educational policies (Iannielloet al., 2022)and considering training opportunities for future teachers (Aiello,2019).