1. INTRODUCTION:

Present technological era has led to the professionalism in all walks of life. This professionalism has affected every aspect of the society even the education system and the educators as well. Due to this, people are becoming materialistic and individualistic. This phenomenon has given rise to so many problems at all four levels of human living, that is, at the level of individual, family, society and nature. This rat race has resulted in pursuits of accumulation of physical facilities.

The education institution and the educationist are the catalysts for establishing goodwill and harmony in the society. But in the present scenario teachers at college and university level are indulging into malpractices. The solution lies in the value based society whereby the society is fearless and is based on trust. Mutual enrichment is the mantra. Thus there is a need of value Based society which can be achieved through education and teachers who themselves have values in them and role of teachers in imparting values becomes paramount and a teacher can only be considered successful when they will prepare generation for life not for any particular profession. Present work is an effort to go into the details of different aspects of values and the present value profile of college teachers in Punjab Province, India. Activities which are taking highest time in teenager’s day to day life have more preponderant impression on their deportment and development.

2. LITERATURE ON VALUES:

The concept of Value is not new as numerous ancient philosophers have mentioned about Values in their work as Virtues. On the timeline, definition of Values gets broader perspective but the most significant contribution is made by Milton Rokeach by providing extensive meaning to the term Value. Besides Rokeach, Schwartz further provided theoretical model of relations among motivational types of values which included 56 nominated core values. With the passage of time many more philosophers and researchers gave their definition of Value which added to more confusion rather than any clarity.

The guiding spirit, behind the attitude and behavior of an individual is the strong set of values. When preferences assume the power of intensity, definitiveness and stability, it become the ground work for the judgment of behavior and reflects on decision-making and gradually constructs an enduring belief, which is known as values. In simple language if we want to explain the concept of values it can be stated as ‘a collection of guiding principles; what an individual considers to be morally right and desirable in life, especially regarding personal conduct’.(Nanda R. T., Contemporary Approaches to Value Education in India, 1997, pp. 7-8)¹

Values, when we come across this word, only one thing comes into our mind regarding its meaning is as ‘that goal which is worthwhile and the pursuit of which has conducive effect on life’(Nanda R. T., Contemporary Approaches to Value Education in India, 1997, pp. 7-8)². Every individual has its own set of values, which may hold true for him but not for others and these values can be considered as basic values. Value theory defines values as guiding principles in one’s lives which has five distinct features common for all values contributed by various theorists and researchers which are: beliefs tied to emotions; motivational construct- strive to attain the desirable goals; transcends specific actions and situation; guides for selection and evaluation of actions, plans and policies and are ordered as per the importance relative to one another_.(Schwartz S. H., 2012)³

Definitions and variations given by various researchers and philosophers, they all missed out the a aspect, that is, understanding of the word Value itself, in reality it should be ‘Universal Human Values’, which is nothing but the true manifestation of the truth of existence (living in harmony and co-existence) in various dimensions of human interaction in terms of his participation in the universal order, that is, at individual level, at family level, at the level of society and at the level of nature(Gaur, Sangal, and Bagaria, 2013)⁴. In the nutshell, values are those guiding principles which enable human being to live with definite human conduct, that is, to play its role towards all the levels of its living.

2.1 Classification of Values:

The distinct views on the nature of values includes the Subjective View (which lies intrinsically in the subject and bound by his experience); the Objective View (independent of the valuer and they reside in the object not in the subject) and the Relativistic View (valuing the relation of human being and his environment, partly with the feelings and partly with the reason).

Numerous scholars, authors, sociologists, philosophers, educationists and thinkers have provided and suggested types of values which includes ethical/moral values, doctrinal/ideological (religious, political) values, social values, and aesthetic values. They also opined that types of values can be classified as Intrinsic and Extrinsic Values and Implicit and Explicit Values. Intrinsic Value refers to something which is valuable for its own sake as opposed to being valuable for the sake of something else to which it is related in some way and Extrinsic Value is that value which is not intrinsic (Zimmerman, 2002, 2014)⁵^.Whereas, Implicit Value refers to the phenomenon that is non-conscious and proceeds without deliberate intention and in contrast, Explicit Value refers to the phenomenon that is accessible to the conscious thought (Dinh, et al., 2012)⁶. But to develop value typologies Stephen Robbins and Timothy A. Judge has mentioned two major approaches: (a) Rokeach Value Survey and (b) Contemporary Work Cohorts. In addition to this, attributes of Values can be evaluated on two bases, the Content Attribute which is mode of conduct or end state of existence is important; the Intensity Attribute which specifies how important it is^.(Robbins and Judge, Essentials of Organizational Begaviour, 2010)⁷

2.2 Personal Values and Professional Values:

Personal Values are the fundamental principles or standards, and the essential elements of an individual, which guide his or her thinking, emotions, behaviors, actions and choices over time, and across multiple situations; Values are linked to beliefs and attitudes, often seen through actions and behaviors, which make them apparent and observable to self and to others. On an individual level, values are social principles, goals, and standards that members of a culture believe have intrinsic worth (Hatch and Cunliffe, 2006)⁸. They serve as guiding principles in individuals’ lives (Kluckhohn, 1951⁹; Rokeach, 1973¹⁰; Schwartz, 1994¹¹)(Thomas, 2013¹²).On the other hand Professional (Organizational) Values: beliefs and ideas about standards of behavior that organizational members should exhibit in the endeavor to achieve organizational goals within the organizational community (Hill and Jones, 2001¹³)(Thomas, 2013¹⁴).

2.3 Values and Personality:

They are related but they are different. Personality refers to the characteristics of an individual where he/she exhibits how he reacts or interacts with others. For example, shy, aggressive, submissive, lazy, ambitious, loyal, honest, etc. and when these are exhibited in large number of situations then it is called as personality traits. Two major dominant frameworks for identifying and classifying traits are the Myers-Briggs Type Indicator and the Big Five Model. Values are considered as specific belief system rather than behavioral tendencies of an Individual. Values depict the individual’s idea about good, bad or desirable (Nanda R. T., Contemporary Approaches to Value Education in India, 1997, pp. 34-35)¹⁵.

2.4 Values and Teachers:

With the widespread illumination of all kinds of anomie (normlessness) and degradation in morals, human relationships and most concerning the educational institutions in India, which are revered as the ideal since ancient times have shown a decline in the sanctity of the value system. This has become a matter of concern as erosion of essential values due to anomie has raised the need of Value Education rather than ‘value-less’ or ‘value-neutral’ education, as values are not add-ons but they are integral part of every being. Education is a process of bringing ‘desirable’ changes in the young minds and these changes have to be readjusted to cultivate universal and eternal values orienting towards the unity and integration. (Singh, Bawa, and Sharma, 2017)¹⁶ showed that the syllabus of renowned engineering and management education bodies is teaching students need creation, how to produce, how to increase production and demand and ultimately how to induce consumers to buy instead of true values in the whole education system that is need identification; what to produce, why to produce, for whom to produce, how much to produce and lastly how to produce. This trend depicts the reverse engineering in the education system which is ‘value-less’ or deprived of values. In a nutshell, education necessarily involves the transmission of values.

Guru (Sanskrit: गुरु) is a Sanskrit term that connotes someone who is a "teacher, guide or master" of certain knowledge. According ancient Indian tradition, guru is revered as someone more than a teacher, traditionally a reverential figure to the student, with the guru serving as a "counselor, who helps rekindle values, shares experiential knowledge as much as literal knowledge, an exemplar in life, an inspirational source and who helps in the spiritual evolution of a student. "The term also refers to someone who primarily is one's spiritual guide, who helps one to discover the same potentialities that the guru has already realized. According to Advayataraka Upanishad, Verse 16, which explains the word ‘Guru’ as the syllable ‘gu’ means darkness, the syllable ‘ru’, he who dispels them, Because of the power to dispel darkness, the guru is thus named^.(Wikipedia, 2016)¹⁷.

With the rising hood of kaleidoscopic anomie, role of teachers in the society has become paramount. It has evolved and expanded to greater heights. It is not mere to provide some knowledge about a subject rather it is to oversee beyond this common notion i.e. educate students about morals and values. An individual who is in the profession of teaching must integrate values in the classrooms which they teach. This is possible only when that individual reflect their own certain morals and values with teaching. There is a common saying that a teacher is the builder/ architect of the future generation. Thus, if the foundation is weak then the whole structure on which future generation will evolve will crumble down even with a small blow of unethical or immoral temptation, greed, allurement, lust, etc. Values which are being fostered at the initial stage will predict ethical and moral behavior and can survive these blows. In nutshell, it can be stated that a teacher plays an extraordinary role in the society as well as in the lives of the students in their formative years and mould them into responsible citizens, of this universe which is directly congruent with the Value system of the teacher itself^.(Nanda R. T., Contemporary Approaches to Value Education in India,, 1997, p. 10)¹⁸

Furthermore, the great visionary and farsighted individual happened in India, ‘Chanakya’ or ‘Kautilya’ has beautifully explained the role of a teacher in the development and uplift of nation only if they have upheld the ancient values and traditions. “A nation can be competent and successful, only when the teacher is successful in fulfilling its responsibilities. And, the teacher will be called successful, when he is successful in developing national character in every person. If a person is devoid of nationalism or is unaware of his nationalism then it is the teacher’s failure^”(Youtube)¹⁹. This is so much relevant in the present scenario. If a teacher has failed in their responsibilities or accepts the defeat then a nation will fail miserably or even fatal for the nation.

In his Paper “An outline program of Value-Oriented Education”, Professor Kireet Joshi observes that the secret of teaching is to inspire and kindle the quest among the students by means of one’s own example of character and mastery of knowledge. It is by embodying the values within ourselves that we can really radiate values to our students. Value-oriented educated should not be concerned as an intervention of a series of do’s and don’ts (Joshi, 1983)²⁰

Teachers are in the battle between ‘money and mantra’; money has taken the lead, which thereby is deteriorating the whole structure of Value Based society as envisioned in the ancient scriptures, as mentioned in Sri Guru Granth Sahib Ji (Ang 643/ Page 643) ‘maya mamta mohini jin vin danta jug khaya’.

Moreover, in recent times many immoral activities have been reported in the schools, colleges and even in universities involving teachers and professors, which is the bloat on the society where the position of the teacher is revered and is considered as ‘Gurus’. Thus, the need for the present study becomes more relevant to understand the value aspect of the teachers as it the thread through which the teachers can bind and construct the base and build a value pyramid for the coming generation. As the society is the reflection of the education and if the education imparted is maligned and infected then the result is predictable such as dishonesty, fraud, scams, scandals, frustration, disrespectful towards others, violence, terrorism etc.

3. THE OBJECTIVES OF THE STUDY:

In order to evaluate and to know better understanding of teachers’ value system, the present paper attempts to identify the key factors in value profile of college teachers and to study the relationship between the values and teachers and the effect on their behavior and actions.

4. RESEARCH METHODOLOGY:

4.1 Data Collection:

The present study is explorative in nature therefore primary data is used. Primary data is collected through questionnaire developed by the authors. The respondents (Teachers and Professors working in four universities in Punjab (Panjab University, Punjab Technical University, Guru Nanak Dev University and Punjabi University, Patiala).) were asked to indicate the extent to which they agree with the statement (20 research questions) referring to two aspects of Values by measuring with the use of 5 point Likert Scale (1= Strongly agree and 5= Strongly disagree)

Table 1: Distribution of Respondents

Respondents	Number
Punjab Technical University, Kapurthala	100
Punjab University, Chandigarh	107
Punjabi University, Patiala	117
Guru Nanak Dev University, Amritsar	99
Total	423

4.2 Statistical tools used for Data Analysis:

The responses from the sample are analyzed with respect to the Descriptive Statistics, Correlation, Factor Analysis, Regression, Gamma Test and Chi-square testing.

4.3 Scope of the Study:

To evaluate value system of the teachers, present study has focused on two major aspects of values- Personal and Professional Values. Both of these aspects are further evaluated on 10 variables which are Compassion, Co-operation, Discipline, Diversity, Fairness, Gratitude, Learning, Loyalty, Motivation, and Rational. For the present study four universities of Punjab have been selected namely Punjab Technical University, Panjab University, Punjabi University and Guru Nanak Dev University and their affiliated colleges. From each university and affiliated colleges 100, 107, 117 and 99 samples respectively were collected, tested and examined.

4.4 Operational Definitions:

Following are the terms used in the Research questionnaire to evaluate the value based aspect of Teachers:-

(i) Compassion: Caring about the feelings of others;

(ii) Co-operation: Working well with others;

(iii) Discipline: Focused on objectives;

(iv) Diversity: Understanding / managing differences;

(v) Fairness: Just and impartial decision making;

(vi) Gratitude: the quality of being thankful; readiness to show appreciation for and return kindness;

(vii) Learning: acquisition of knowledge or skills through study, experience, or being taught;

(viii)Loyalty: Faithful to the mission of the organization;

(ix) Motivation: desire or willingness to do something; enthusiasm;

(x) Rational: able to think sensibly or logically; based on or in accordance with reason or logic.

5. EMPIRICAL RESULTS:

Analysis and Interpretation:

Values are the guiding and the mirror through which the teachers view the world and act appropriately which depicts in their behaviour whether it is personal and professional life. The study of value profile of teachers as well as their relationship will help in understanding the various factors value system and the relationship thereto.

I. KEY FACTORS IN VALUE PROFILE OF TEACHERS

Before using any statistical tool, Cronbach Alpha test is imperative. Cronbach's is a measure of internal consistency, that is, how closely related a set of items are as a group. It is considered to be a measure of scale reliability.

Table 2: Reliability Statistics

Cronbach’s Alpha	N of Items
.883	20

The alpha coefficient for the four items is .883, suggesting that the items have relatively high internal consistency. Note that a reliability coefficient of .70or higher is considered "acceptable" in most social science research situations.

After computing the alpha coefficient of reliability, the paper moves to investigate the dimensionality of the scale. The Paper uses the factor analysis to do this.

The data was collected from 423 respondents of 4 universities across Punjab Region. Value profile i.e. Personal Values and Professional Values are labeled as V_1,V_2,V_3,
……,V_20.The results are given in Table 3 and Table 4.

The first output from the analysis is a table of descriptive statistics for all the variables under investigation. Typically, the mean, standard deviation and number of respondents (N) who participated in the survey are given. Looking at the mean, one can conclude that Rationality at personal level as well at the professional level is the most important variable that influences value profile of the teachers. It has the highest mean of 1.95 and 1.91 respectively whereas Compassion at personal level is the least important variable that influences the value profile of the teachers, it has the lowest mean of 1.41 (Table 3).

Table 3: Descriptive Statistics

Variables	Mean	Std. Deviation
Var-1/ Var-2	1.41/ 1.58	.564/ .651
Var-3/ Var-4	1.62/ 1.66	.641/ .687
Var-5/ Var-6	1.59/ 1.49	.676/ .660
Var-7/ Var-8	1.79/ 1.84	.777/. 792
Var-9/ Var-10	1.79/ 1.76	.803/ .806
Var-11/ Var-12	1.53/ 1.60	.634/ .667
Var-13/ Var-14	1.60/ 1.62	.722/ .750
Var-15/ Var-16	1.57/ 1.85	.729/ .811
Var-17/ Var-18	1.58/ 1.69	.743/ .818
Var-19/ Var-20	1.95/ 1.91	.902/ .850

In simple words, Table 3 depicts that the respondents are helping and caring and are able to work well with others be it family/ friends or be it colleagues. Respondents also feel that they are inclusive to every person’s opinion and are just and impartial while taking decisions. They also appreciate and readily accept to learn from juniors/ subordinates. Moreover, they also are faithful and trusty individuals and never take whimsical, illogical or impulsive decisions.

They also show continuous loves and affection, affinity, respect and reciprocate these feelings. What is interesting to note with the results is that all the respondents have shown a rosy picture of values be it at personal level or professional level that is they follow a value system. What is still unanswerable is that why there are still cases of indulgency in malpractices and manipulations, abuse of power by superiors at workplace, cases of sexual harassment and violence. Mistrust and fear can be still found in society regarding thought, religion, ideologies and freedom of expression. Why there is injustice and cruelty towards others and towards nature. There is a scope of further research in this direction, finding out the innate reasons and feelings.

Table 4: Factor Analysis

Factor	Statement	Factor loading	Eigen value	Variation	Cumulative
1	V11	.689	6.300	31.500	31.500
	V12	.687
	V13	.671
	V14	.653
2	V19	.854	1.717	8.585	40.084
	V20	.842
	V17	.557
	V18	.535
3	V9	.733	1.588	7.941	48.025
	V10	.724
	V7	.687
	V8	.676
4	V1	.813	1.362	6.812	54.837
	V2	.760
	V3	.591
	V4	.473
5	V5	,794	1.111	5.557	60.395
5	V6	.637
6	V15	.754	1.064	5.320	65.714
6	V16	.707
KMO and Bartlett's Test		.797
p-value		.000
Method		Principal Component Analysis
Cronbach’s Alpha		.883

Interpretation:

1. As KMO is greater than 0.70 so we can proceed with Factor Analysis.

2. Eigen value actually reflects the number of extracted factors whose sum should be equal to number of items which are subjected to factor analysis. The next item shows all the factors extractable from the analysis along with their Eigen values.

The Eigen value table has been divided into three sub-sections, i.e. Initial Eigen Values, Extracted Sums of Squared Loadings and Rotation of Sums of Squared Loadings. For analysis and interpretation purpose we are only concerned with Extracted Sums of Squared Loadings. Here one should note that the first factor accounts for 31.50 % of the variance, the second 8.585%, the third 7.941%, fourth 6.812%, fifth 5.557% and the sixth 5.320%.

3. The idea of rotation is to reduce the number factors on which the variables under investigation have high loadings. Rotation does not actually change anything but makes the interpretation of the analysis easier. Looking at the table 4, we can see that Gratitude- Personal and Professional; Learning- Personal and professional are substantially loaded on Factor (Component) 1, while Rational- Professional and professional; Motivation- Personal and Professional are substantially loaded on Factor 2, Fairness- personal and professional; Diversity- personal and professional are substantially loaded in Factor 3; Compassion- personal and professional; Coordination- Personal are substantial in factor 4; Discipline in Factor 5 and Loyalty in Factor 6 respectively.

This shows that the most important factor explaining the Value profile of teachers Rationality at both personal and professional level followed by Compassion at Professional level only.

II. To study the relationship between the values and teachers working in four different universities of Punjab.

To study the relationship between the values and teachers two statistical tools are applied namely Pearson Chi- Square test of association and Pearson Chi- Square test of association.

(i) Pearson Chi- Square test of association is used to discover if there is a relationship between two categorical variables:- Institute affiliation* Personal and professional Values

Table 5: Chi-Square Test Table

Variables	Pearson Chi-Square
Variables	Value	p-value
V₁	16.321	.177
V₂	24.174	.004
V₃	16.911	.050
V₄	28.021	.001
V₅	11.301	.256
V₆	7.280	.296
V₇	37.235	.000
V₈	41.021	.000
V₉	37.263	.000
V₁₀	31.235	.002
V₁₁	21.506	.011
V₁₂	20.184	.017
V₁₃	26.844	.008
V₁₄	38.929	.000
V₁₅	27.194	.001
V₁₆	33.948	.001
V₁₇	28.527	.005
V₁₈	29.278	.004
V₁₉	37.523	.000
V₂₀	58.523	.000

Interpretation:

We can see here that χ(1), p-value of V₁(Compassion as personal value); V₅and V₆(Discipline as personal and professional value) are (16.321; .177), (11.301; .256) and (7.280; .296) respectively. This tells us that these variables are no statistically significant association between Personal values and Professional Values with the Institute Affiliation; that is, both Compassion as personal value; Discipline as personal and professional value are equally preferred by the teachers irrespective of the Institute they are affiliated to.

(ii) Goodman and Kruskal’s Gamma test to measure of the strength and direction of association that exists between two variables measured on an ordinal scale:- Personal and Professional Values of the teachers

Table 6: Symmetric Measure Table:

Variables	Gamma Row
Variables	Value	p-value
V_{1 ;} V₂	.869	.000
V_3, V₄	.814	.000
V_5, V₆	.779	.000
V_7, V₈	.892	.000
V_9, V₁₀	.857	.000
V_11, V₁₂	.899	.000
V_13, V₁₄	.843	.000
V_15, V₁₆	.752	.000
V_17, V₁₈	.739	.000
V19,V₂₀	.932	.000

Interpretation:

Goodman and Kruskal's gamma was run to determine the association between Personal Values and Professional Values amongst 423 participants. There was a strong, positive correlation between Personal Values and Professional Values, which was statistically significant (G = .869; .814; .779; .892; 857; .899; .843; .752; .739; .932 respectively and p< .0005). This represents that the teachers performs similarly in personal and professional environment.

6. CONCLUSION:

Values work as a lighthouse in everyone’s life and Teachers/ Professors are no exception to it. What matters is the different aspects or dimensions of value system which catalyst the behaviour of the individual.

In the state like Punjab where once ‘Values’ were considered as the parameter/ standard tape of an Individuals personality, the study on the value profile of the Teachers/ Professors became very imperative to go into the roots and understand the basic system which revolves around the education sector and henceforth in the future generations value roots and system.

The study has identified the different dimensions in Personal and Professional Values of Teachers/ Professors. It has also analyzed the relationships between values and teachers/ professors working in four different universities of Punjab.

Descriptive Statistical Analysis was used to identify the aspects/ factors which had high preference and priority in personal and professional values of the teachers/ professors working in four major universities of Punjab. For Personal Values, ‘Compassion’ had the minimum mean score of 1.41 and ‘Rational’ had the maximum mean score of 1.95. Whereas in the ‘Professional Values’, ‘Discipline’ had the minimum mean score of 1.49 and ‘Rational’ had the maximum mean score of 1.91. Which represents that Rationality at personal level as well at the professional level is the most important variable that influences value profile of the teachers. In simple words, Respondents are helping and caring, inclusive of other person’s thoughts and ideologies, they appreciate and readily accept opinion of their juniors/ subordinates. They are faithful and trusty. All in all, they have both set of values- be it personal values and professional values and more importantly, they follow same value system be at personal or at professional level.

The findings of Factor Analysis and Correlation indicated the relationship between the values (Personal and Professional) and the teachers/ professors working in different universities of Punjab. Interestingly the most important factor explaining the Value profile of teachers is Rationality at both personal and professional level followed by Compassion at Professional level only.

The findings of Pearson’s Chi-Square test represents that there is no significant association between Compassion a personal value; Discipline as personal and professional value i.e. Compassion as personal value; Discipline as personal and professional value are equally preferred by the teachers irrespective of the Institute they are affiliated to. Whereas the findings of Gamma Test showed positive correlation between personal and professional values i.e. teachers performs similarly in personal and professional environment at their respective four different universities of Punjab

In the nutshell, it can be stated that the teachers/ professors are the non-believers of helping and caring for others in the time of need on the other hand they never take whimsical, illogical and impulsive decisions which depicts the practical and materialistic approach towards life. The kind of education British introduced in India was designed to uproot the traditional knowledge system and using it for their own conveniences to run the state machinery. Thanks to this school of thought students who are graduating are ‘morally and socially disconnected’. The need of the hour is to bring ground root changes in the mindset of teachers who are the harbinger of the future generations and the need for ‘Indianisation’ or ‘Gurukul’ of education system for the holistic development of the youth where human values were at the core and rest was surrounding it and as Kautiliya explained ‘the nation will be glorified when it is competent and successful in upholding its ancient values and traditions and it is successful only when a teacher is successful in fulfilling his responsibilities’. To Conclude with the quote from Aseop “ do not let your special character and values, the secret that you know and no one else does the truth- do not let that swallowed up by the great chewing complacency”.

7. REFERENCES:

1. Nanda, R. (1997). Contemporray Approaches to Value Education in India. New Dehli: Regency Publications.

2. ibid

3. Schwartz, S. H. (2012, December 01). Online Readings in Psychology and Culture. Retrieved January 15, 2016, from http://scholarworks.gvsu.edu: http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1116andcontext=orpc

4. Gaur, R. R., Sangal, R., and Bagaria, G. P. (2013). A foundation Course in Human Values and Professional Ethics. New Delhi: Excel Books.

5. Zimmerman, M. J. (2002, 2014, October/ December 22/ 24). Stanford Encyclopedia of Philosophy Archive, Spring 2015 edition. Retrieved January 15, 2016, from plato.stanford.edu/archives/spr2015: https://plato.stanford.edu/ archives/spr2015/entries/value-intrinsic-extrinsic/

6. Dinh, J. E., Lord, R. G., Hall, R. J., Hannah, S. T., Sean, T., Leavitt, K., et al. (2012). Implicit and Explicit Values as a Predictor of Ethical Decision- Making and Ethical Behaviour. Proceedings of New frontiers in Management and Orgabizational Cognition Conference. National University of Maynooth.

7. Robbins, R. P., and Judge, T. A. (2010). Essentials of Organizational Begaviour. Prentice Hall.

8. Hatch, and Cunliffe. (2006). Organizational Theory: Modern, Symbolic and Post-Modern Perspective. New York, NY: Oxford University Press.

9. Klucckhon, C. (1951). Value and Value Orientation in the theory of action. In T.Parsons and E. Shills (Ed), Towards a general theory of action. Cambridge: Harvard University Press.

10. Rokeach, M. (1973). The Nature of Human Values. New York, NY: Free Press.

11. Schwartz, S. H. (1994). Are there Universal aspects in the Content and Structure of Values? Journal of Social Issues, 19-45.

12. Thomas, T. P. (2013). Effects of Personal Values, Organizational Values and Person-Organization Fit on Ethical Behaviours and Organizational Commitment Outcomes among Substance Abuse Counselors: A Preliminary Investigation. Effects of Personal Values, Organizational Values and Person-Organization Fit on Ethical Behaviours and Organizational Commitment Outcomes among Substance Abuse Counselors: A Preliminary Investigation, 14. Iowa, Iowa, USA: University of Iowa.

13. Hill, C. L., and Jones, G. R. (2001). Strategic Management. Boston: Houghton Mifflin.

14. Thomas, T.P. Op. cit.

15. Nanda, R. Op. cit.

16. Singh, S., Bawa, J., and Sharma, G. D. (2017). The Role of Management and Technical Education in Facilitating Holistic Business Goal. International Journal of Economic Research, 183-193.

17. Wikipedia. (2016, March 2). Meaning of Guru. Retrieved from https://en.wikipedia.org/wiki/Guru

18. Nanda, R. Op. cit.

19. Youtube. (n.d.). Chanakya- Nationalism and Politics. Nationalism and Politics. Youtube Video.

20. Joshi, K. (1983). An Outline Programme of Vlue Oriented Education and Relevant Pedagogical Suggestions (in light of the need for Value-oriented education). New Delhi: Govt. of India, Ministry of Education and Culture.

Received on 28.05.2017 Modified on 19.06.2017

Asian J. Management; 2017; 8(4):1081-1088.

DOI: 10.5958/2321-5763.2017.00165.2

Variables Items	Values	Variables	Statements
Compassion	Personal	Var.1	I always help and care others, when in need
Compassion	Professional	Var.2	I always help and care for all of my colleagues, when in need
Co-Operation	Personal	Var.3	Most of the times I can work well with others
Co-Operation	Professional	Var.4	Most of the times I can work well with all of my colleagues
Discipline	Personal	Var.5	In practice, I obey rules and perform family and societal duties on time
Discipline	Professional	Var.6	In practice, I obey rules and perform professional duties on time
Diversity	Personal	Var.7	I am inclusive to every persons thought, religion, ideology and freedom of expression
Diversity	Professional	Var.8	I am inclusive to all of my colleagues thought, religion, ideology and freedom of expression
Fairness	Personal	Var.9	Most of time I try to be Just and impartial while taking decisions in the Society
Fairness	Professional	Var.10	Most of time I try to be Just and impartial while taking decisions at work
Gratitude	Personal	Var.11	I always show readiness to appreciate for the act of kindness or help towards others
Gratitude	Professional	Var.12	I always show readiness to appreciate for the act of kindness or help towards all of my colleagues
Learning	Personal	Var.13	I readily accept to learn from anyone junior/ inferior to me
Learning	Professional	Var.14	I readily accept to learn from anyone junior/ inferior to me at work
Loyalty	Personal	Var.15	All of my family and friends consider me as a faithful and trusty person
Loyalty	Professional	Var.16	All of my colleagues consider me as a faithful and trusty person
Motivation	Personal	Var.17	Continuous love and affection, affinity, respect and reciprocity of feelings keeps me satisfied as Individual
Motivation	Professional	Var.18	Continuing intellectual growth, Financial Rewards and Job security keeps me satisfied as Teacher
Rational	Personal	Var.19	I never take whimsical, illogical and impulsive decisions in the society
Rational	Professional	Var.20	I never take whimsical, illogical and impulsive decisions at work