Teachers Role in Character Formation of Secondary School Students in Owerri Municipal
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain the role of teachers in the character formation of secondary school students in Owerri municipal
- To ascertain between teachers and parents who influences children in character formation
- To find out the challenges of teachers in the character formation of secondary school students in Owerri municipal
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Theories about values, education and character education as well as programmes already developed in countries abroad have been studied by the researcher (cf. Freeks, 2007). Values education and character education are forms of education that aim to surface the humanitarian and universal values and human behaviour (Sayin, 2014). The researcher is therefore in line with Lapsley and Narvaez (2006), who state that character education must be compatible with our best insights about psychological functioning, teaching and learning. Character education has been cited by many scholars as an efficient and effective tool for teaching and learning, but academic achievement means nothing if character education is not integrated with it (Lickona, 1991). Why study social issues in these studies? First of all it is to raise students’ awareness of main issues in their society; secondly to provide students with a means to analyse and evaluate problems in their lives; thirdly to assist students to understand and appreciate the world around them, and fourthly to create in students a deep and abiding passion for how they live their lives (Totten, 1992). Students expect teachers (lecturers and other relevant roleplayers) to engage in character development and values education, because they believe that the teacher (lecturer and other relevant role-players) can make a difference to their personal moral development. Students see them as their mentors and role models (Arthur, 2011). The moral formation of children is one important goal of socialisation (Lapsley & Narvaez, 2006). It is therefore important that moral formation is studied, because of its implication on society and relevance to social change (cf. Galloway, 2007). The results already achieved with such programmes have been investigated. The erstwhile model of Hattingh (1991), with her classification of values, is called the twenty life values, as opposed to those of Joubert (1986), who catalogue seven values, which the author characterised as the values guiding mankind. According to Hattingh (1991), education is a comprehensive process, designed to embrace and draw together all twenty life values. Hattingh (1991) also argues that the values of man are the point of departure for characterdevelopment and character-building. Heenan (2009) disagrees, writing of the eight cornerstone values, which include two objectives, namely to build character, and to develop the ability to distinguish between what is right and what is wrong, what is good and what is bad, and what is appropriate and inappropriate. In his early writings on values and education, Heenan (2009) wrote that education had two main important aims: firstly, to help students to master the skills of literacy and numeral arts; and secondly, to build good character. Consequently, it is not surprising that Heenan (2009:3) made the following statement some years ago: “while we New Zealanders can be justly proud of many of our achievements, the reality is that over recent decades, we have not been teaching and replenishing those attributes of character that are essential for social cohesion, the maintenance of a civil society and the preservation of a liberal democracy.”
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to teachers role in character formation of secondary school students in owerri municipal
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on teachers role in character formation of secondary school students in owerri municipal. 200 staff of selected secondary school in owerri muncipal was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain teachers role in character formation of secondary school students in owerri municipal
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of teachers role in character formation of secondary school students
Summary
This study was on teachers role in character formation of secondary school students in owerri municipal. Three objectives were raised which included: To ascertain the role of teacher in character formation of secondary school students sin owerri municipal, to ascertain between teachers and parents who influences children in character formation and to find out the challenges of teachers in character formation of secondary school students in owerri municipal. In line with these objectives, three research hypotheses were formulated and three null hypotheses were posited. The total population for the study is 200 staffs of selected secondary schools in owerri municpal. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, teachers, senior staffs and junior staffs was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
It can be concluded that the role of the teacher in physical and sports education in the learning process explicitly can really build character. However, the teacher should be fully aware that physical and sports activities can be a tool to educate and form a positive character. Awareness of this learning should be properly considered from the beginning by the teacher so that the achievement of the goal of character formation can be achieved well. However, that activity of motion and sports basically has not given any meaning, without the teacher giving meaning. As a teacher of physical and sports education should take advantage of physical activity and sports as a medium/tool that is very good to be used as the builder and former of personality, character, good nature and superior in creating human resources who are ready to compete globally
Recommendation
Moral values should constitute a large part of character-development and character-building at further education and training colleges.
Government must make use of special programmes and professional help (experts) to assist students.
References
- Lickona, T. (1991). Education for Character: How Our School can Teach Respect and Responsibility. New York: Bantam Books
- Marzuki. (2012). Integrating Character Education in Learning in Schools. Character Education Journal, 34.
- Mulyasa. (2011). Character Education Management. Jakarta: Earth Literacy. Sartono. (2011). Integrating Character Education in Curriculum Development Unit Level. Dissertation Papers, 6.
- Sutiah. (2008). Development of a model of Islamic education teaching materials based Character with contextual approach in High School Class X Malang. Dissertation. Poor. Malang State University Graduate Program Study Learning Technology
- The Ministry of National Education. (2010). Character Education Parent designs. Jakarta: Ministry of National Education. The Ministry of National Education. (2011). Character Education Implementation Guide. Jakarta: Ministry of National Education
- The Ministry of National Education. (2010). Concept of Culture and National Character Education. Jakarta: Ministry of National Directorate of PSMP.
- Uny, B. (2011). Character Education Successfully When Structural Problems Corrected. Picked December 1, 2015, from http://www.uny.ac.id.
- Wening, S. (2012). Establishment of National Character Education Through Value. Character Education Journal, 64.
- Wahid, Abdurrahman, K.H. (1981). “Values Indonesia: Do presence now?”. Prisma, no.11, Th. X, pp 3-8.
- Wahid, Abdurrahman, K.H. (2001). “Indonesia’s Mild Secularism”. In Sais Review, Vol. XXI, No. 2, p. 25-28.
