(i) To study the value content in the English language text books of High School classes of U.P, Board, I.C.S.E. and C.B.S.E. as perceived by teachers of English & Value Education Experts. (ii) To study the role of the teachers in value development among students with respect to their approach of teaching the texts. (Incidental or Intentional teaching of values.)
Total 1083 High School Students from 15 schools of Agra city affiliated to U.P., I.C.S.E. and C.B.S.E. Boards 28 Teachers English teaching to High School classes in selected schools were included in the sample and cluster sampling technique was followed.
Value Analysis Scale, Questionnaire on Teaching Approaches and Techniques, Observation Checklist, Interview Schedule & Inventory (all self made) were used.
The Descriptive Survey method, more specifically, the Content Analysis technique was adopted.
Percentages were calculated.
(i) The textbooks of U.P. Board were found to be the richest in their value contents. (ii) The textbooks of I.C.S.E. closely followed the C.B.S.E. textbooks with respect to value contents. (iii) Value potential of the textbooks of the C.B.S.E. was considerably less as compared to the U.P. Board. (iv) 50 percent teachers were found to be using Incidental approach and the other 50% were using Intentional approach. (v) In students opinion 3.57% teachers were Ineffective, 67.86% Moderately Effective and 28.57% Very Effective regarding their capacities of Value Development, while in observer s opinion 37% teachers were Ineffective, 44% teachers were found to be Moderately Effective and 19% teachers Very Effective. (vi)The rank orders of the effectiveness of techniques used for the inculcation of values were: I Explanation II Discussion, III Story telling & giving examples.
Keyword(s): High School , English Language, Textbooks , Value Development , Moral Education, Value Education