Teaching Teachers' Role In Moral Education In Secondary Schools: Status Quo And Solutions

Despite the sustained social appeals for the importance to be attached to moral education, there are unsatisfactory phenomena in reality. This study attempts to explore the potential of moral education management in secondary schools by investigating the role of teaching teachers in the moral education management at the class level. Carrying theoretical implications, this study may help the increase of public understanding on the significance, the guiding principles and the constituents of teaching teachers' participation in the class-level moral education in high schools. It may also assist to enhance the general awareness on the relationship between teaching teachers and class teachers, and to encourage the involvement of teaching teachers in students' moral education by contributing to developing the rules governing the involvement. Moreover, by seeking the feasibility of expanding the role of teaching teachers in moral education, this study aims to help the overall quality cultivation to be more broadly and realistically positioned and implemented in high schools. It is also expected that, through in-depth and specific studies on the causes and solutions to the issues related to the involvement of teaching teachers in moral education, this thesis can be highly suggestive to the educational authorities in improving the suitability and pragmaticality of the laws and regulations on moral education. In addition to the introductory chapter which outlines the key question that is at the heart of the thesis, the four major elements of the analytical framework are as follows: A brief account on teaching teachers' participation in class moral education management in middle schools is provided in Chapter Two, which covers the implication, theoretical basis, and chief constituents of teaching teachers' role in class moral education as well as the relationship between them and the class teachers in the course of this education. From a four-dimensional perspective of contents, ways .degrees and also effects of teaching teachers' involvement in class moral education management, questionnaires were devised and issued to help conduct the survey for the status quo of the involvement, all of which are to be elaborated in Chapter Three. Based on the findings of the survey, Chapter Four examines a large range of problems and the corresponding root causes laid in teaching teachers, schools and communities. To deal with the discovered problems caused comprehensively by teaching teachers,schools and communities, possible solutions are worked out in Chapter Five.