Teachers' Perception of Values Education on Character Formation: A Case of Loreto Private Schools in Nairobi, Kenya

Abstract

Moral values seem to have no place in today's era of globalisation, competition, fragmentation of family and unrests in schools. There is an urgent need for a paradigm shift in our educational philosophy and practice if schools have to continue playing a leading role in teaching of values. The purpose of this study was to establish teachers' perception of values education on character formation in Loreto private schools. The target population comprised of 105 teachers in four Loreto private schools in Nairobi. A sample of 80 participants, purposively selected, participated in the study. The study adopted a descriptive survey design. The researcher collected quantitative and qualitative data using questionnaires with closed and open-ended questions. The study employed 95% confidence level. Qualitative data in the questionnaire was analysed thematically and reported in narrative form. Quantitative data was analysed using descriptive statistics generated from Statistical Package for Social Sciences (SPSS) version 10. The results indicated that the main guiding values in Loreto schools are hard work, freedom, sincerity, honesty, service, respect, justice among others. The study also revealed that the role teachers play in maintaining the school values include among others, guiding and counselling, performing their duties, being role models and upholding school values and rules. The study recommends that assessment of values should form part of the summative evaluation in both public and private schools.