Values are central to both the theory of education and the practical activities  of schools in two ways. First, schools and individual teachers within schools are a major influence, alongside the family, the media and the peer group, on the developing values of children and young people, and thus of society at large. Secondly, schools reflect and embody the values of society; indeed, they owe their existence to the fact that society values and seeks to exert influence on the pattern of its own future development through education. However, the values of society are not as uniform or unchanging as this suggests. Many groups  within  society have a legitimate claim to a stake in the educational process parents, employers, politicians, local communities, leaders of industry and taxpayers, as well as teachers and children themselves and within each of these groups there is a wide diversity of political, social, economic, religious. ideological and cultural values.

(J. Mark Halstead).

          Instilling the value of school education is a key factor that positively affects the level of academic achievement of transition-age students. Ensuring that students perceive the value of the knowledge and skills they acquire helps them better adapt to the learning process, set goals, and strive to achieve success.

               This diversity of values within society poses challenges for schools and educators. They must navigate the competing interests and perspectives of different stakeholders while also ensuring that the education provided is aligned with societal values and objectives.

Parents often have a strong influence on the values instilled in their children and may have particular expectations of what they want schools to prioritize in their education. Employers may emphasize the development of certain skills or knowledge that align with workforce needs. Politicians may have their own agendas and ideologies that they want to promote through the education system. Local communities may have specific cultural or religious values that they want schools to respect and uphold.

At the same time, teachers and students themselves bring their own values and beliefs into the educational environment. Students may come from diverse backgrounds and have different perspectives shaped by their family, culture, and experiences. Teachers also have their own values that influence their teaching approaches and decisions.

Managing these diverse values requires a delicate balance. Schools must strive to be inclusive and respectful of different perspectives, while also upholding certain core values that are essential for the functioning of a democratic and pluralistic society, such as respect for human rights, equality, and critical thinking.

Additionally, schools have a role in shaping values and promoting social cohesion. They can provide opportunities for students to engage in discussions and debates that foster understanding, empathy, and respect for different viewpoints. Schools can also promote values such as fairness, compassion, and social justice through their curriculum, policies, and the way they handle disciplinary issues and conflicts within the school community.

Methods for assessing the impact of instilling values in students on improving academic performance in adolescence Adolescence is considered one of the most difficult periods in a person’s life, especially in the field of education. During this period, students face many changes and challenges, both physical and emotional. They begin to build their personality, form values and beliefs that contribute to their further development. One of the key values that can be instilled in students to improve academic performance is the value of education. It is important to interest and motivate students so that they understand that education has not only academic value, but also allows them to achieve success in the future. Assessing the impact of instilling the value of education on improving student achievement can be done using the following methods: Questioning. Creating a questionnaire that allows students to express their views on the importance of education and its impact on their success. The survey questions should be aimed at identifying the extent to which students understand the importance of education and strive to achieve good results. Observation. Observing students' behavior in and outside the classroom to determine their level of participation and interest in learning materials. Observations may include assessment of participation in the lesson, accuracy in completing tasks, and the exercise of initiative and self-discipline. Interview. Conducting interviews with students to find out what values they associate with education and how they see the connection between these values and their success. Interviews can be conducted individually or in a group. Performance analysis. Examining data on student achievement before and after teaching the value of education. This allows us to assess the extent to which the instilled value influences the improvement of academic performance and the achievement of important educational goals. Qualitative and quantitative research. Conducting research using a variety of methods, including surveys, observations, and data analysis. This approach allows us to obtain comprehensive information about the impact of instilling values on improving the achievement of students in adolescence.

Instilling the value of school education is a key factor that positively affects the level of academic achievement of transition-age students. . One of the main goals of school education is to develop a positive attitude towards learning in students. When students realize that education gives them the opportunity to expand their horizons, achieve success and realize their potential, they become more motivated and interested in learning. This in turn helps improve their academic achievements. It is also important to consider that instilling the values of schooling helps transition-age students develop critical thinking and analytical skills. The pursuit of knowledge and understanding stimulates their interest in academic subjects and promotes the development of analytical thinking, which helps improve their academic performance. In addition, introducing the values of school education helps to develop self-regulation and responsibility skills in transition-age students. They begin to understand that regularly completing homework, attending classes, and being involved in the learning process contributes to their success. Introducing the value of school education also has a positive impact on the development of social skills of transition-age students. Schooling provides them with the opportunity to learn how to work in a group, develop communication and team skills, and learn how to resolve conflicts and communicate tolerantly with other people. All this contributes not only to their educational process, but also to their future career, where communication and socialization skills play an important role. Thus, the introduction of the value of school education significantly influences the increase in the level of academic achievements of transition-age students. It promotes the development of a positive attitude towards learning, increased motivation and interest in learning, and the development of critical thinking and analytical skills.

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