Morale Problems in American Public Schools
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Morale problems continue in American public schools (Lickona, 1991), pointing to the need for formal character education to help bring increases in moral conduct. While there is a controversy related to this type of education, since it remains unclear whose values would be taught in a formal program, it is equally possible that values such as acceptance of and caring for others, respect, honesty, patriotism, and other fundamental values would be taught in this program (Harned, 1999; Leo, 1999). In addition to moral problems, teacher stress and dissatisfaction are a problem (Geiger, 1995). Latham (1998) pointed out that contradictory demands, lack of empowerment or autonomy, crowded classrooms, and other problems decrease teacher morale and job satisfaction. Alternatively, teachers require a work environment with high levels of empowerment and morale to feel more satisfied with their position (Ma & MacMillan, 1999), again pointing to the need for a formal character education program that is focused on providing this type of ethical and moral work place.Statement and Background of the Problem The public school is an ideal place to present character education because the school serves most American school-age children (Ryan & Bohlin, 1999). Further, the school is considered responsible for teaching these children how to become productive and responsible citizens with appropriate and positive attitudes toward others
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rrals, suspensions, and expulsions). The experimenter hand-scored the questionnaires, counted data, and computed the statistical and qualitative results.
Subjects were informed that their participation was voluntary and they may withdraw from the study at any time, and that confidentiality regarding the participant and their employment location would be maintained.
Data Analysis
Descriptive statistics, including frequencies and distributions were used to describe the sample. Tables also demonstrate results.
A one-way analysis of variance (ANOVA) was used to statistically analyze data and test the hypotheses. ANOVA is used to analyze variability and determine whether or not population means could be equal. The one-way ANOVA was used since there was only one grouping factor involved.
CHAPTER 4
Results
This chapter describes the research findings of the study as follows: the general description of the sample followed by the results of the data relating to the hypotheses.
Description of the Sample
Descriptive statistical analysis of the demographic variables (gender, age, ethnicity, number of years as a high school teacher, and number of years in present position) included a frequency distribution. The sample c
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Some common words found in the essay are:
Ma MacMillan, Information Qualitative, Strongly Disagree, Teachers Qualitative, Future Research, Procedures Data, Hypotheses Hypothesis, character education, Study Survey, H2 Teachers, formal character, formal character education, Job Satisfaction, education program, character education program, school formal character, school formal, teachers school, teachers school formal, schools formal character, schools formal, job satisfaction, education programs, teachers schools, school teacher,
Approximate Word count = 4920
Approximate Pages = 20 (250 words per page)
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