Morale problems continue in American public schools (Lickona, 2004), pointing to the need for formal character education to help bring increases in moral conduct (Lickona, 2001). 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 (Friedman, 2000). 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. Lickona (2004; 1997) pointed out that teachers have an important role as caregiver, model, and mentor in the creation of a caring classroom that builds character in students.
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 (Anderson, 2000). While some, such as Anderson, argue that character education may not provide the answer to all related problems; research findings have demonstrated that there is a link between formal character education programs and positive outcomes such as decreased student discipline problems. A review of the litera...