The value priorities of students engaged in teacher education programs at the graduate and undergraduate levels were studied. The research attempted a qualitative analysis in order to interpret quantitative results previously obtained and reported. Three research topics guiding the study were: the value priorities of undergraduate and graduate students as measured by the Rokeach Value Survey and whether or not they were consistent with those of students previously enrolled in the same educational programs; how the students interpret the meaning of the values; and why the values are important to students. Results indicate that the value priorities of students in the study remain similar if not identical to those assessed on the same instrument in a previous study. The value for"self-respect" remains the most frequently selected value among students in the present study. Students placed importance on the instrumental values "honest" and "responsible" and reported a perceived relationship between those values. A knowledge and understanding of the value priorities of undergraduate and graduate students enrolled in teacher education programs and the meaning those values have for students may provide faculty with motivational insights and strategies for meeting their learning needs. Contains 11 references. (SM)
Paper presented at the Annual Meeting of the Eastern Educational Research Association (Savannah, GA, February 1989).