An assessment of teachers' perceptions of moral instruction in primary schools in Fufure LGA, Adamawa State
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- NGN 5000
Background of the study
Moral instruction in primary schools is a fundamental aspect of education that shapes the ethical framework and character of young learners. In Fufure LGA, Adamawa State, teachers’ perceptions of moral instruction play a critical role in how effectively these values are transmitted in the classroom. With increasing social challenges and moral dilemmas arising in contemporary society, there is a growing emphasis on instilling virtues such as honesty, responsibility, and empathy from an early age. Teachers, as primary agents of moral education, interpret and deliver curricular content in ways that reflect both their personal beliefs and professional commitments. Recent studies have suggested that positive teacher perceptions of moral instruction correlate strongly with improved student behavior and academic performance (Yakubu, 2023). In Fufure LGA, the integration of moral education into the curriculum is designed to foster a supportive and ethical school environment. Teachers are tasked with bridging the gap between traditional moral values and the demands of modern society. The study examines how teachers perceive the importance of moral instruction and whether they believe it contributes significantly to the holistic development of students. The local cultural context, influenced by indigenous traditions and religious teachings, further complicates the delivery of moral education. Teachers often navigate between maintaining traditional values and adapting to contemporary ethical challenges. This study seeks to explore these tensions and identify the factors that shape teachers’ perceptions of moral instruction. The findings are expected to highlight areas of strength in current pedagogical practices and pinpoint aspects that require further development. Additionally, the research will consider the impact of teacher training programs, resource availability, and administrative support on the effectiveness of moral education in primary schools. By providing a comprehensive analysis of teachers’ perceptions, the study aims to contribute to the broader discourse on ethical education and inform policy interventions that promote a more effective moral curriculum (Ibrahim, 2024).
Statement of the problem
Despite the recognized importance of moral instruction in developing ethical and socially responsible individuals, there is limited research on teachers’ perceptions of moral instruction in primary schools in Fufure LGA, Adamawa State. Many educators express that while the curriculum emphasizes moral values, there is often a gap between the intended learning outcomes and the practical implementation in classrooms. Some teachers report feeling inadequately prepared or supported to effectively deliver moral education, citing a lack of comprehensive training and relevant teaching materials. This discrepancy between curricular goals and classroom practice raises questions about the overall effectiveness of moral instruction in shaping students’ behavior. Moreover, the diverse cultural influences present in Fufure LGA further complicate the implementation of a standardized moral curriculum. Teachers must reconcile traditional values with modern ethical challenges, and their personal perceptions often influence how they interpret and teach moral concepts. The absence of a consistent framework for moral instruction contributes to varied teaching methods and potential inconsistencies in student learning outcomes (Abubakar, 2023). As a result, policymakers and educational administrators face challenges in ensuring that moral instruction is both effective and relevant to the needs of students. This study aims to address these concerns by systematically examining teachers’ perceptions of moral instruction in primary schools. It seeks to understand the barriers and facilitators that affect the delivery of moral education and to propose strategies for improving its effectiveness. By focusing on the perceptions of those at the forefront of teaching, the research intends to offer insights that could lead to more targeted professional development programs and curricular adjustments that better align with both traditional values and modern ethical requirements (Usman, 2024).
Objectives of the study
• To assess teachers’ perceptions of the effectiveness of moral instruction.
• To identify the challenges teachers face in delivering moral education.
• To propose strategies for enhancing the implementation of moral instruction in primary schools.
Research questions
• What are teachers’ perceptions of moral instruction in primary schools?
• What challenges hinder the effective delivery of moral education?
• How can the curriculum be improved to support better moral instruction?
Research Hypotheses
• H₁: Positive teacher perceptions of moral instruction are associated with improved student behavior.
• H₂: Adequate teacher training and resources significantly enhance the effectiveness of moral education.
• H₃: Cultural factors influence teachers’ perceptions and delivery of moral instruction.
Significance of the study
This study is significant as it provides insights into how teachers perceive and implement moral instruction in primary schools. The findings can inform targeted professional development and curriculum enhancements that address the practical challenges faced by educators. By understanding teachers’ perspectives, stakeholders can develop strategies to ensure that moral education effectively contributes to the ethical development of students. This research is essential for promoting a cohesive and morally sound learning environment in Fufure LGA (Muhammad, 2023).
Scope and limitations of the study
The study is limited to primary schools in Fufure LGA, Adamawa State, focusing on teachers’ perceptions of moral instruction. It does not include other subjects or extend beyond this local context.
Definitions of terms
• Moral Instruction: The process of teaching ethical values and principles aimed at fostering good character.
• Perception: The interpretation or understanding of a subject based on individual experiences and beliefs.
• Curriculum: The structured set of learning experiences and content delivered in an educational setting.
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