The Value Systems of Female Teachers in Early and Middle Adulthood —Similarities and Differences

Abstract The purpose of this article is to examine the value systems of female preschool teachers in early and middle adulthood. The research was conducted among 45 female teachers from Białystok. The research employed the diagnostic survey method, drawing on the classification of values proposed by Dyczewski. The results indicate that the values most highly regarded by the female teachers participating in the research are higher-order values (ethical and cognitive), as well as sociocentric and aesthetic values. The differences observed between the groups are generational in nature: younger teachers are more inclined to value material and hedonistic goods, whereas older teachers tend to emphasise religious and vital values.