ture has revealed a theoretical link between character education and a positive focus on values such as human respect and dignity (Harned, 1999). Etzioni (1998) argues that when educators are silent on moral issues, other voices, which may not be positive, will impact the student. Studies provide limited outcome information related to effects of formal character education programs, indicating the need for the present study.
A theoretical frame of reference may be used to explain the orientation of this study. Lickona (2001) stated that character education programs assist students in achieving ethical self-efficacy. Moral development can be stimulated with formal education, helping students to progress through stages of moral reasoning. Lickona (2001) pointed out that a strong personal character must be manifested in adults and children. Teachers and parents must make the development character in children a priority. The formal character education program draws on fundamental principles of liberty and justice and allows students to receive information and skills that help them grow into mature, virtuous, and ethical human beings (Schaeffer, 1999). A study is needed to go beyond theory and assess the effects of a formal character education program.
The purpose of this research study is determine the effects of a high school formal character education program on teacher morale and job satisfaction, and student discipline problems.
The research question is as follows: what are the effects of a high school formal character education program on teacher morale and job satisfaction, and student discipline problems?
H1: Teachers in high schools with formal character education programs will report higher levels of morale than teachers in high schools with no formal character education programs.
H2: Teachers in high schools with formal character education programs will report higher levels of satisfaction than teac...