Teachers’ Preparedness Towards Infusion of Moral Values Among Secondary School Students: Evidence from Lasbela District Balochistan:
Keywords:
Moral Values, Infusion, Co-Curricular Activities, Secondary Level, Lasbela, Etc.Abstract
Abstract:
The present study evaluates teacher’s preparedness towards infusion of
moral values among students at secondary level in District Lasbela. The
study was carried out by using Qualitative research methodology. Within
this framework, descriptive survey research methods are used. A total of 38
secondary school teachers (28 males and 10 females) using criterion
sampling were approached to collect data. Open Ended questionnaire
containing 2 questions was distributed among the participants. Analysis
and findings of the study showed that teachers are aware of the importance
of infusion of moral values among students and for the purpose of infusing
these values they use a variety of strategies and methods in their classrooms
such as role modeling, co-curricular activities, storytelling etc. This study
suggested that for development of moral values of the students, school
should create a supporting environment by conducting co-curricular
activities on regular basis. Institutions should organize motivational
lectures to facilitate students to develop their moral values. Teachers should
act exemplary to infuse these values among students.
References
References:
Al -Hooli, A., & Shammari, Z. A. (2009). Teaching and Learning Moral
Values through Kindergarten Curriculum. Education, 129(3), 382-
Altohf, W., & Berkowitz, M. W. (2006). Moral education and character
education: their relationship and roles in citizenship education.
Journal of Moral Education, 35(4), 495-518.
Banerjee, A. (2014). Moral Values–A Necessary Part of the Curriculum.
Paripex‾Indian Journal Of Research, 3(5), 57-59.
Berkowitz, M. W. (1999). Obstacles to teacher training in character
education. Action in Teacher Education, 1-10.
Corrigan, P. W., Morris, S., Larson, J., Rafacz, J., Wassel, A., Michaels, P.,
. . . Rüsch, N. (2010). Self Stigma and Coming out about one's
Mental Illness. J Community Psychol, 38(3), 259–275.
Debbarma, M. (2014). Importance of Human Values in the Society.
International Journal of English language, Literature and
Humanities, 2(1), 181-195.
DeRoche, E. F., & Williams, M. M. (2001). Educating hearts and minds: a
comprehensive character education. California: Corwin Press, Inc,
Thousand Oaks.
Dev, K. (2017). Youth and moral values in a changing society. International
Journal of Advanced Research and Development, 2(4), 164-167.
Finn, A. G. (2009). Parents, Teachers and Religious Education. A study in
a Catholic secondary school in rural Victoria. Australian Catholic
University.
Gudmundsdottir, S. (1990). Values in pedagogical content knowledge.
Journal of Teacher Education, 45(3), 44–45.
Halstead, J. M., & Taylor, M. J. (1996). Values in Education and Education
in Values. London, UK: Falmer Press.
Henry, B. F. (2000). Education as a Moral Activity. Centre For Leadership
Learning. Calgary, Canada: University of Calgary.
Hui, M. Y. (2005). Educating “moral” children: Observations from a preschool. Unpublished M.(Ed) Dissertation. Hong Kong: The
University of Hong Kong.356
Hursthouse , R. (1999). Virtue Ethics and Human Nature. Hume Studies,
(1), 67-82.
Jegede, O. J., & Okebukola, P. A. (1991). The effect of instruction on sociocultural Beliefs hindering the learning of science. Journal of
Research in Science Teaching, 28(3), 275 - 285.
Jillani, M. S. (2008). Dr Ms Jillani. Retrieved May 25, 2017, from
https://msjillani.wordpress.com/:
https://msjillani.wordpress.com/tag/state-of-pakistani-society/
Kang, M. J., & Glassman, M. (2010). Moral action as social capital, moral
thought as cultural capital. Journal of Moral Education, 39(1), 21-
Macoviciuc, V. (2011). Moral Values and faith. Euromentor Journal, 2(1),
-24.
Mawrie, B. L. (2005). Introduction to Khasi Ethics. Shillong: DBCIC
Publications.
Nair, S. M., Yusof, N. M., & Hong, S. C. (2014). Comparing The Effects
Of The Story Telling Method And The Conventional Method On
The Interest, Motivation And Achievement Of Chinese Primary
School Pupils. Procedia - Social and Behavioral Sciences,
(2014), 3989–3995.
Narinasamy, I., & Logeiswaran, A. (2015). Teacher As Moral Model – Are
We Caring Enough? World Journal of Education, 5(6), 1-13.
Priya, S. (2016). Imparting Values through Co-Curricular Activities.
International Journal of Advance Research and Innovative Ideas in
Education, 1(2), 84-87.
Ryan, K. (1988). Teacher Education and Moral Education. Journal of
Teacher Education, 18-23.
Sari, N. (2013). The importance of teaching moral vaues to the students. eJournal on English Education, 1(1), 154-162.
Sharma, H. K. (2015). Importance of Moral Values in Modern Era.
International Journal of Advancement in Engineering Technology,
Management and Applied Sciences, 2(7), 25-38.
Shrivastava, S. K. (2017). Promotion of Moral Values through Education.
International Journal of Research in Social Sciences, 7(6), 103-108.357
(1991). Values and Ethicsand the Scienceand TechnologyCurriculum.
Bangkok, Thailand: Principal Regional Office for Asia and the
PacificP.O. Box 967, Prakanong Post Office.
Venkataswamy, B. (2017). Emulating values through co-curricular
activities. International Journal of Advanced Research and
Development, 2(6), 672-673.
Veugelers , W. (2008). Moral Values in Teacher Education. 1st Symposium
on Moral and Democratic Education, , (pp. 1-8). Florina, Greece.
Veugelers, W. (2010). Moral Values in Teacher Education. International
Encyclopedia of Education, 7, 650-655.
Williams, B. (1985). Ethics and the Limits Of Philosophy. Cambridge:
Harvard University Press.
Wilson, J. (2000). Methodology and Moral Education. Oxford Review of
Education, 26(2), 255-262.
