Secondary school teachers perceptions, practices and expectations on moral education in Limpopo Province

Abstract

This study explored secondary school teachers’ perceptions, practices and expectations on moral education. Specifically, three areas of investigation were (a) teachers’ perceptions, (b) practices, and (c) expectations. The purpose of the study was drawn from the fact that our society is currently at crossroads and need to revamp the present education system so that it morphs into a pivotal tool for developing moral values. The study commenced with an examination of the context, demographics of the schools, teachers and learners. It followed 4 secondary school teachers in Capricorn District of Limpopo Province, over the course of three phases. A critical review and evaluation of empirical studies pertaining to moral education in secondary schools locally and further afield is presented. The theoretical framework of constructivist epistemology and the theoretical perspective of symbolic interactionism guided this study. The research design combined the usual elements of case study (participant observation, individual and focus group interviews), along with documents analysis and records designed to supplement and corroborate data. Through descriptive thematic and framework analyses applied to data collected, several findings emerged from this study. Firstly, it became clear from teachers’ perceptions that there is insufficient theoretical background on foundations of moral education. This finding has several implications for teacher training syllabus that bears further implications on content comprising of philosophical, sociological and psychological foundations of moral education. Secondly, based on teachers’ practices of moral education, there is a shortage of teaching skills for moral education. This is an indication of a dire need for them to be exposed to various teaching approaches and their alternatives which has implications on organisation of methodology and evaluation. Thirdly, regarding teachers’ expectations in the implementation of moral education for a multicultural society, this study revealed lack of teacher support and calls for their development in this regard. Fourthly, numerous moral agents depicted as stakeholders in moral education can compensate one another in the battle to improve the moral fibre in our schools. Lastly, the moral life that is restricted to the classroom implies supplementation through the adoption of a comprehensive approach to foster moral values beyond the classroom. Despite the limitations encountered during the execution of this study, such as lack of other moral agents’ voices and selection of other contexts, this study’s findings warrant further exploration, and publication. The study provided evidence for the claim that secondary school teachers’ perceptions, practices and expectations are important constructs that can contribute to the body of knowledge in the moral education literature.