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Drawing on three independent datasets from pre-service (Studies 1–2) and in-service teachers, the authors test a second-order structure. Results support four first-order profession-specific values—caring, justice, responsibility, truthfulness—plus a fairness second-order loading. Pre-registered experiments and confirmatory factor analysis provide consistent evidence for TIVO construct validity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-and-validation-of-the-tubingen-inventory-to-measure-teachers-profession-specific-value-orientationstivo-paper/590122/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-and-validation-of-the-tubingen-inventory-to-measure-teachers-profession-specific-value-orientationstivo-paper/590122.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the TIVO, and what does it measure?","Question",{"text":112,"@type":113},"TIVO is an inventory developed to measure teachers’ profession-specific value orientations. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nDevelopment and Validation of the “Tübingen Inventory to Measure Teachers’ Profession-Specific Value Orientations”(TIVO)  \nSamuel Merk   \nUniversity of Education Karlsruhe  \nMartin Drahmann  \nColin Cramer   \nUniversity of Tübingen  \nBroadly understood, values represent orientation guidelines for daily action, thinking, and feeling. Thus, they affect teachers’everyday work and are among their professional competencies. While general values and some single profession-specific values of teachers (e.g., responsibility) have already been investigated empirically, the current study aims to cover a broader range of profession-specific values by developing and validating the Tübingen Inventory to Measure Teachers’ProfessionSpecific Value Orientations (TIVO), based on three independent studies with pre-service (Studies 1 and 2; N1 = 334, N2 = 239) and in-service teachers (N3 = 308). The results demonstrate that the TIVO is appropriate to assess four professionspecific values in a second-order model: caring, justice, responsibility, and truthfulness as first-order factors, with fairness as a second-order factor loading on the latter three first-order factors. The results from preregistered experiments and confirmatory factor analysis provide consistent evidence for the construct validity of the TIVO.  \nKeywords: teachers’values, assessing values, teacher education, moral dimension of teaching  \nSeveral disciplines, including philosophy, psychology, and sociology, place great importance on values (Krobath, 2009) . For instance, values have been cited as the basis for explaining behavior patterns, attitudes, or motives for and goals of action (Kluckhohn, 1951; Schwartz, 1992); even social subsystems can be distinguished in terms of their value preferences (Bond, 1988; Höffe, 2008; Schwartz, 2011) . The importance of values in teachers’ professional action has been particularly emphasized in the literature addressing the moral dimension of teaching (Carr, 2010; Klaassen et al., 2016; Oser, 1994) .  \nAlthough the empirical investigation of general values in different societies and for different social subsystems (Inglehartetal., 2000; Lindeman & Verkasalo, 2005; Rokeach, 1973; Vernon & Allport, 1931) has spawned a broad literature, studies addressing the profession-specific values of teachers are sparse (Lauermann & Karabenick, 2013) .  \nThe present article aims to validate the Tübingen Inventory to Measure Teachers’ Profession-Specific Value Orientations (TIVO). The first part of the article defines values and highlights current approaches to their assessment, and the second part provides an overview of literature  \naddressing the profession-specific values of teachers. Finally, we describe how we distilled five profession-specific values and developed and validated the TIVO by leveraging three empirical studies.  \nGeneral Values  \nValues are considered comparatively rarely in the literature on education and educational psychology (Fries et al., 2007). Hence, we offer a brief definition and a list of criteria to distinguish them from related constructs. According to Wray-Lake et al. (2014),“values refer to abstract, emotionally valenced, higher-order beliefs that exist along a continuum of importance and guide more specific attitudes and behaviors”(p. 1102). Schwartz (2007) notes that six features emerge as the conceptual basis for a theory of values: (1) they are beliefs and hence personal truth propositions that are connected to affect; (2) they are connected to desirable goals that motivate behavior; (3) they are not specific to contexts, objects, or events, e.g., sports or family; (4) they guide actions by serving ","cbCaitbFH1BWVWnf","https://ap.wps.com/l/cbCaitbFH1BWVWnf","pdf",1672242,14,"English","# Introduction\n## Values and their role in teaching\n## General values vs profession-specific values\n# Study aims and overview\n# General values: definitions and criteria\n## Distinguishing values from goals, attitudes, and norms\n# TIVO development and validation","[{\"question\":\"What is the TIVO, and what does it measure?\",\"answer\":\"TIVO is an inventory developed to measure teachers’ profession-specific value orientations. It targets values such as caring, justice, responsibility, and truthfulness.\"},{\"question\":\"How was TIVO validated in the study?\",\"answer\":\"Validation relied on three independent studies with both pre-service and in-service teachers. The study used pre-registered experiments and confirmatory factor analysis to support construct validity.\"},{\"question\":\"What factorial structure did the results support?\",\"answer\":\"The findings support four first-order profession-specific values—caring, justice, responsibility, and truthfulness—modeled within a second-order framework with fairness loading on the latter three first-order factors.\"}]","Development and Validation of the “Tübingen Inventory to Measure Teachers’ Profession-Specific Value Orientations”(TIVO) - Paper | PDF",1792068839,35]