Type of education		Honor	Dignity
Type of response		Superego	Ego
Behavioral	Norm violations	Prevent deviations from regulations; norm development.	Forgiveness and understanding or disregard of deviations from procedure.
	Goal of education	Assimilation of cultural codes.	Pupil empowerment.
	Pupils’ achievements	Pupils’ test scores are critical for pupils and teachers.	Pupils’ test scores do not constitute an important element in pupils’ assessment or life chances or in teachers’ own self-assessment.
	Importance of and preoccupation with teacher’s success	Preoccupation with teacher’s successes and failures or sense of failure.	Success and frustration is not explicitly expressed, or teachers have a sense of success in their practice.
	Goal of instruction and means of instruction	Productivity and the belief that teaching methods are the key factor in teaching quality.	A meaningful learning experience. Minor attention to issues related to teaching methods.
	The required target of respect	Teacher demand gestures of respect from pupils.	Teachers make demands on themselves to respect their pupils.
	Pupils’ weaknesses	Pupils’ weaknesses are considered a burden on teaching and a flaw.	Pupils’ weaknesses are a starting point for learning.
	Teacher’s status	Teacher wishes to be respected for their status.	Teacher does not refer to this issue.
Teachers’ feelings	Self-efficacy	Sense of investing extensive efforts with little results.	Sense of efficacy in dealing with educational and scholastic challenges.
Teachers’ feelings	Feedback from parents and pupils.	An absence of respect from pupils and parents.	Sense of being respected by pupils and parents.