Teachers' views on values-education: The case of secondary schools in East Gojjam, Ethiopia

Abstract

The main purpose of this article is to investigate teachers' beliefs in values-education by considering secondary schools. To this end, a qualitative case study design was employed. Data were collected from teachers, principals, and students, mainly through semi-structured interviews. Interview reports were then presented in vignette form and analyzed based on our reflective interpretations from the perspective of participants through the narratives. The finding suggests that teachers are not in a position to take values-education courageously because of a set of factors. They sought to get the current value-education system updated in light of indigenous and religious affiliations. In this case, we suggest that teachers first believe in and participate in integrated values education by providing moral instruction, maintaining discipline, and creating an environment conducive to fostering pro-moral character. To this end, policymakers, curriculum designers, and educators are required to devise strategies to raise the teachers' dispositions. It would also be advisable to reform the values-education system in terms of the value contents as well as the strategies of inculcation, taking into consideration the pluralistic nature of society. Furthermore, we suggest other researchers conduct their own investigations into such sensitive issues of the century.

Keywords

• Values
• Values-education
• Teacher belief
• Moral educator
• Moral character