An investigation into the role of moral education in reducing incidences of bullying in primary schools in Jos South LGA, Plateau State
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Background of the study:
Moral education has increasingly been recognized as a cornerstone in the holistic development of young learners. In Jos South LGA, primary schools are grappling with a surge in bullying incidents, which has raised concerns among educators and policymakers. Over the past few years, scholars have underscored that embedding moral values early in the curriculum could foster empathy, respect, and responsibility among pupils (Adeyemi, 2023). The integration of moral education into the daily teaching practices provides an opportunity to mitigate aggressive behaviors and establish a supportive learning environment (Bello, 2024). Research indicates that when students are taught about ethical values and prosocial behaviors, there is a corresponding decline in acts of bullying (Chinwe, 2025). Moreover, community involvement and teacher training are pivotal in effectively delivering these educational programs. The current educational framework in Jos South LGA is being critically evaluated in light of rising bullying cases, and this study aims to assess whether moral education can serve as an effective countermeasure. Over the years, empirical studies have revealed that schools with well-developed moral curricula tend to have lower incidents of interpersonal conflict among students (Dada, 2023). In addition, expert opinions suggest that a continuous reinforcement of moral lessons not only curbs negative behaviors but also empowers students with skills such as conflict resolution and self-regulation (Eze, 2024). By exploring various dimensions of moral education, this study situates itself within a broader discourse on the interplay between ethical instruction and social behavior. It examines curricular content, pedagogical methods, and the sociocultural dynamics that contribute to bullying. The current study also considers how parental and community expectations shape the delivery of moral education. In doing so, it provides a nuanced understanding of the factors influencing bullying behavior and highlights the need for systematic reforms. The discussion is enriched by recent findings that emphasize the benefits of character development programs in enhancing school climate and reducing violence (Fagbemi, 2025). These contemporary insights underscore the potential of moral education to transform the social dynamics within primary schools in Jos South LGA.
Statement of the problem:
Despite the recognized importance of moral education, primary schools in Jos South LGA continue to face challenges with bullying. The persistence of bullying incidents suggests a gap between policy intentions and practical outcomes. While educational authorities have introduced moral education programs, their effectiveness remains inconclusive. Recent surveys indicate that many pupils still experience physical and emotional harm due to bullying (Garba, 2023). Furthermore, the implementation of moral curricula appears inconsistent across schools, often due to inadequate teacher training and limited resource allocation (Hassan, 2024). The prevailing school culture, influenced by socio-economic and cultural factors, sometimes undermines the intended impact of these programs. Teachers report that while the theoretical framework of moral education is robust, the practical strategies employed are insufficient to counteract entrenched negative behaviors. There is a noticeable disconnect between curriculum design and classroom realities. Additionally, some educators argue that without continuous reinforcement at home and within the community, the benefits of school-based moral education are diluted (Ijoma, 2025). This study seeks to explore these discrepancies, examining the challenges in curriculum delivery, teacher preparedness, and institutional support. It will investigate whether the current moral education initiatives are adequately designed to address bullying, or if there is a need for more innovative approaches that are contextually relevant. The research further aims to identify best practices that have successfully reduced bullying incidents in similar educational settings. By doing so, the study will contribute to a more comprehensive understanding of how moral education can be optimized to create safer and more inclusive school environments.
Objectives of the study:
• To evaluate the effectiveness of moral education programs in reducing bullying incidents.
• To assess the implementation challenges faced by teachers and schools in Jos South LGA.
• To recommend strategies for integrating moral education into school curricula more effectively.
Research questions:
• How does moral education influence bullying behavior in primary schools?
• What are the challenges faced in implementing moral education curricula in Jos South LGA?
• Which strategies can improve the effectiveness of moral education in reducing bullying?
Research Hypotheses:
• H₁: Moral education significantly reduces the incidence of bullying in primary schools.
• H₂: Inadequate teacher training is a major barrier to effective moral education.
• H₃: Enhanced community involvement positively correlates with reduced bullying incidents.
Significance of the study:
This study is significant as it contributes to understanding how moral education can serve as an effective tool in reducing bullying. The findings may inform policymakers, educators, and stakeholders to refine curricular frameworks and teacher training programs, thus fostering safer school environments. The research supports the development of evidence-based interventions that integrate moral values into everyday teaching practices (Kola, 2023).
Scope and limitations of the study:
This study is limited to primary schools in Jos South LGA and focuses exclusively on the role of moral education in reducing bullying incidents. Factors beyond school policies, such as broader socio-economic conditions, are not explored.
Definitions of terms:
• Moral Education: A curriculum component aimed at teaching ethical values and behavior.
• Bullying: Repeated aggressive behavior intended to hurt or intimidate others.
• Primary Schools: Educational institutions catering to early childhood education.
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