Moral Education at Primary Level in Selected Private Schools of Karachi: Role of Teachers and Parents

Abstract

Pakistani society is facing numerous problems such as intolerance, violence, lying, dishonesty and sexual harassment to mention just a few. Parents and schools have a major role to play in the moral development of children. This mixed methods study examined teachers’ involvement in developing moral values in children from three private sector schools in Karachi, Pakistan. Document analysis of primary schools’ curriculum, in-depth interviews and classroom observations of nine teachers were conducted to understand how moral values are imparted through formal education. Additionally, 240 parents participated in a quantitative survey to investigate parental involvement in the moral development of children. Findings revealed inadequate focus of the schools’ curricula towards moral education, teachers’ limited perceptions and their subsequent lack of contribution to moral development of students. The quantitative data from parents showed satisfactory involvement of parents in moral growth of their children, measuring above 60% for every variable. Data also revealed that parents focus more on instructions rather than discussions about the moral values with their children. Findings highlight the need for coordinated efforts towards moral development of children involving parents, teachers and schools.

Students’ Morality Development in Primary Public Schools of Sindh Province: An Application of Moral Foundation Theory

“…Teachers continue using the conventional methods, which leads to rote learning and the actual knowledge gets lost on the way. They provide topics for forthcoming lessons to be practiced by learners at home and select few learners for class discussions, which is the only activity included and shown in the lesson plan (Siddiqui & Habib, 2021). Moreover, reasonable people can make bad judgments; it is often not easy to know what is morally right.…”

“…Moreover, reasonable people can make bad judgments; it is often not easy to know what is morally right. The second task of ME (Moral Education) is to provide students with intellectual resources that will allow them to make educated and responsible decisions on thorny moral issues (Siddiqui & Habib, 2021) in Pakistan, as per our knowledge, that has worked on the present topic considering morality development in students as a dependent variable and socio-economic conditions as a moderator. By taking into consideration these problems, the following research objectives are framed: firstly, the paper investigated the effectiveness of the implemented curriculum in emphasizing the moral values of students in primary public sector schools in Sindh.…”