Challenges of Non-Values Education Teachers in Teaching Secondary Values Education
Journal Title: International Journal of Social Science And Human Research - Year 2024, Vol 7, Issue 06
Abstract
Background of the Study Values education is the process by which people give moral values to each other. It can be an activity that can take place in any human organization. During which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behavior for their own and others’ long term well-being, and to reflect on and acquire other values and behavior which they recognize as being more effective for long term well-being of self and others Powney et al. (2013). The process of values education is designed to help students develop positive attitudes and behaviors that promote the common good and contribute to a better society. However, the effective establishment of values education necessitates educators who are proficiently skilled in the principles and methodologies of values education. In secondary schools, teachers who are not specifically trained in values education are often assigned to teach values education classes which can be challenging. These non-values education teachers may lack the necessary knowledge and skills to effectively teach values education, resulting in difficulty engaging students and achieving the desired outcomes of the education. Teaching values education is crucial for instilling positive values and behaviors in students, but it can be challenging for non-values education teachers, especially at the secondary level. Non-values education teachers encounter various challenges when teaching values education. These challenges include: (1) Lack of expertise and training, leading to difficulties in planning and delivering effective lessons; (2) Limited understanding of the subject matter, resulting in reduced confidence and trouble addressing students’ queries; (3) Struggles in adapting content to students’ comprehension levels, especially when teaching secondary values education in elementary; (4) Inadequate support and resources, like textbooks and training programs, hindering effective teaching; and (5) resistance from students and parents who consider the subject irrelevant or intrusive, making it hard for teachers to manage and emphasize its importance.
Authors and Affiliations
Gargantilla, Quency T. , Gerona, Maria Cristine, Gula, Nariss T. , Dennis M. Bautista
Keywords
Related Articles
- EP ID EP736264
- DOI 10.47191/ijsshr/v7-i06-09
- Views 59
- Downloads 0
Development of Coffee Sensory Technology to Support Coffee Cupper Skills Training for Deaf People
Learning skills models for children with special needs (ABK) in recent years have been widely developed. The model is oriented towards the development of self-help skills and vocational abilities (economic skills) so tha...
Desertion in Distance Education, Living Together in Higher Education
The paper reports a study of desertion of a distance education programme in a Colombian University to explore the reasons for desertion. The study is based upon the conception that desertion involves the student’s failur...
Characteristics of Police Discretion in Handling Demonstrations Resulting in Mass Rage Based on Law No. 2 of 2002
The study entitled Characteristics of Police Discretion in Handling Demonstrations Resulting in Mass Amok Based on Law No. 2 of 2002 raises the problem of how the characteristics of police discretion in handling demonstr...
Fanaticism of Football Fans to an Achievement of Football Club Case of study: Persebaya Football Club
Until now, football matches have always been enlivened to support the pride of the club, from children, teenagers to the elderly who want to watch matches at the stadium, more than 1000 supporters attend every match. The...
The Role of Authentic Leadership in Shaping Innovative Organizational Cultures
Authentic leadership is the behavior pattern of a leader who is trustworthy, objective, positive thinking, hopeful, well aware of the mission of the organization he leads, is able and ready to overcome organizational pro...