Personal Values as a Key Factor in Reality Shock Among Novice Teachers: The Role of Psychological Capital

Teaching has historically been a profession shaped by strong moral, emotional and social expectations, which have been further intensified in contemporary education systems by neoliberal policies emphasizing accountability, performance and market-oriented practices. Novice teachers, entering the profession with idealistic expectations and limited professional experience are particularly vulnerable to these pressures and often experience reality shock. This study aims to examine novice teachers’ experiences of reality shock by focusing on the role of personal values and psychological capital. Based on Schwartz’s theory of basic human values and Luthans’ Psychological Capital framework, the study adopts a quantitative research design and plans to collect data from early career teachers through standardized measurement instruments assessing values, psychological capital and burnout-related outcomes. The findings are expected to contribute to a deeper understanding of how individual value orientations and psychological resources shape teachers’ adaptation to professional challenges within contemporary educational contexts.