This study explores the perceptions and level of awareness of teachers’ personal values and their influence on the valuation processes of their students in the specific social and cultural context of Pakistan. Within the qualitative paradigm, this study employed the deeply-structured, self-reflection process involving six teachers from three different school sites. The research participants highlighted the morality and ethics, role-modeling, affection and empathy, nation-building, and professional competency as their articulated values. Among these values, almost all of the participants regarded morality and ethics as the most prominent of the teachers. Alternatively, the more experienced teachers in this study were more inclined to consider the larger national, socio-economic, developmental picture unlike their nascent colleagues. Generally, professional novices were more focused on grappling with the professional and technical necessities of their profession. This article explores the rational value type of consequences predominate in the valuation processes and trans-rational principles; sub-rational and rational values of the consensus tend to be employed under particular circumstances.

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