The objective of this study is to investigate the viewpoints and approaches of primary school teachers towards value education within the primary education system of Bangladesh. This section provides an overview of the existing knowledge on values and value education that is pertinent to this research.
Values
Values encompass qualities or principles that possess comparative benefits, significance, excellence, and intrinsic value (Ignacimuthu, 2013). According to Ignacimuthu (2013), values can be understood as a collection of behavioral principles or standards. They are considered ideal, significant, and highly esteemed within a specific society. Failing to uphold these values may lead to feelings of guilt, criticism, or reproach.
In 1996, Halstead and Taylor described value as encompassing things that are considered good, such as beauty, truth, honesty, loyalty, and more. According to Saldana (2015), value comprises attitudes and beliefs. It serves as an indicator of the level of importance individuals assign to other people, objects, concepts, and themselves. Attitude represents one's perspective on the beliefs, customs, or ideas of others, while faith supports attitude, experience, morality, and subjective perception of both others and society. In 2011, Veugelers, a Dutch researcher, defined value as an individual's perception of what is good or bad. Furthermore, he emphasized that values are primarily influenced by emotions and awareness, which in turn affect one's actions. Schwartz (2012) outlined the core characteristics of values as follows:
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Values are principles that encompass desirable goals;
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Values transcend specific conditions and actions;
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Values serve as norms or criteria;
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Values are organized according to their significance; and
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The relative importance of different values drives actions.
As a concept, values are inherently intertwined with culture and society, reflecting the collective beliefs, norms, and ideals of a community. They are not easily defined, as they encompass a broad spectrum of principles and priorities that differ across cultures, traditions, and historical contexts. From the perspective of anthropology, values are seen as deeply embedded within cultural practices and rituals, shaping social interactions and identity formation. In psychology, values are understood as enduring beliefs that guide individuals' attitudes and behaviors, influencing their goals, aspirations, and decision-making processes. Philosophical inquiries into values delve into questions of morality, ethics, and the nature of the good life, exploring the underlying principles that inform human action and societal organization. Similarly, within sociology, values are examined as social constructs that shape power dynamics, social stratification, and systems of inequality within society. Despite the diversity of perspectives, our common understanding is values are dynamic, evolving constructs that play a crucial role in shaping human behaviors and shaping the fabric of society.
Value Education
Individuals acquire knowledge and skills, instigating sustainable transformations in their behaviour and rendering them capable individuals through education. The capability consists of two inseparable dimensions: normative/moral and technical. One is judgmental, and the other is functional. Normative capability in human behaviour refers to values that intrinsically and spontaneously guide human behaviour. Technical capability involves the technological aspect of human behaviour. With the help of technical capability, humans can devise and use instruments to perform various functions and activities that represent the most visible distinctions between humans and other members of the animal kingdom (Ahmad and Asaduzzaman 2023, pp.102–103).
Value Education refers to educational programs centered around schools that aim to inspire learners' understanding and appreciation of values. It cultivates skills and qualities in students, both as individuals and as members of a larger community, and encourages their engagement with specific issues (Brown et. al., 2003). Value education serves as a comprehensive concept in related research (Lovat & Toomey, 2009; Ura, 2009), encompassing a range of curricular and extracurricular activities across theological, moral, social, educational, ethnic, and cross-cultural domains. It employs various methods, such as curriculum design, teaching approaches, and the school environment, to impart values (Lickona, 1991).
The National Framework for Value Education in Australian Schools (NFVESA) defines value education as the activities conducted within schools with the goal of fostering understanding and awareness of values (Jones, 2009). Scholars such as Robb (1996) and Aspin (2002) have characterized value education as a means of transmitting and instilling values in educational settings. The philosophical and historical roots of value education are often discussed under the term "character education," encompassing all qualities that seek to enhance students' moral attributes. Researchers have noted that character education finds its origins in ancient and medieval education systems (Walker, et.al. 2015).
It has been observed that the philosophers of the eighteenth century were influenced by the concept of "Sin," primarily associated with Christian religion and education (Walker et al., 2015, p.82). Consequently, the cultivation of good character became a key objective in education. Moving into the twentieth century, educators emphasized the need for schools to create an environment that encourages students to engage in activities aligned with values and to develop positive habits (Walker et al., 2015, p.82). In the later part of the twentieth century, the role of schools in moral and character education underwent a transformation. Rather than solely focusing on instilling good habits, schools began to guide students in developing their cognitive abilities. This shift was seen as crucial for both moral development and understanding the essence of morality. Walker et al. (2015) explained that in the early 2000s, the goal of character education evolved to encompass "human flourishing." This concept emphasized the importance of not only academic achievement but also the cultivation of a fulfilling and prosperous life.
In the words of Sutrop (2015), civic education equips students with the necessary skills to navigate a society characterized by interpersonal communication. As individuals existing in a diverse world, we encounter various perspectives and dissimilarities. It becomes crucial to demonstrate respect for the opinions of others, while also possessing the capacity as individuals to reconcile conflicts arising from differing values. It is imperative for teachers to possess the aptitude and willingness to guide students as educators who promote "values".
Theory of Moral Development
Kohlberg (1981) formulated a moral education theory rooted in cognitive development, which highlights the crucial link between character and integrity in fostering the growth of intellectual values necessary for moral judgment and decision-making. Referred to as the cognitive approach, this theory recognizes that moral education plays a pivotal role in children's development of decision-making skills, as they employ critical thinking to contemplate ethical matters. One of the principal aims of education is to enhance both intellectual and moral development (Kohlberg, 1981). Educators emphasize the creation of a school environment that blends ethical and psychological principles, facilitating the cultivation of students' character and manners over time. According to Snarey and Samuelson (2008), Kohlberg views children as moral philosophers who engage in critical thinking and construct their own understanding of morality. Therefore, teachers must establish an educational setting that fosters students' thinking abilities and aids them in making moral choices.
Parikh (1980) noted that Kohlberg asserted the universality and cross-cultural applicability of his theory, which sparked considerable debate regarding its claim. Al-Shehab (2002) mentioned that while numerous studies have explored Kohlberg's theory in Western contexts, there have been very few studies conducted in the Middle Eastern and Asian contexts. Additionally, Al-Shehab's study among the teachers of Kuwait University did not support Kohlberg's theory. Dien (1992) also applied Kohlberg's ideas in the Chinese context and found them to be incongruent with the theory, suggesting cultural bias in Kohlberg's perspective.
On the contrary, Snarey (1985) conducted an extensive analysis of 45 studies on moral development across 27 countries. Snarey found Kohlberg's theory to be rational and culturally equitable. According to Snarey, stages 1–4 of Kohlberg's theory were deemed universal, while stages 5 and 6 were either less prevalent or absent. Despite the presence of differing viewpoints, Kohlberg's theory offered an effective strategy for studying moral decision-making and determining the acceptability of moral education and decision-making among individuals.
Analytical framework
This study is grounded in Kohlberg's theory of moral development (1981) and aims to investigate how primary school teachers perceive values and incorporate them into classroom practice. The traditional approach emphasizes the transfer of moral values from older generations or groups to young individuals through moral training, character development, or value instruction. The main objective behind this conventional approach is to demonstrate to students that they can adopt positive attitudes and values, abide by the laws of the state, and serve as role models for others. Essential qualities such as honesty, hard work, kindness, enthusiasm, and consideration for others' expectations are crucial for the cultivation of ethical individuals (Jones, 2009).
The conventional approach to moral education, rooted in conservative beliefs, has been challenged by contemporary models that embrace a constructivist approach. Scholars such as Jean Piaget and Lawrence Kohlberg have significantly contributed to this shift (Power, F.C., et.al. 1991). The constructivist approach emphasizes the development of children and adolescents' understanding within an educational setting. In 1981, Kohlberg proposed a framework consisting of three levels and six stages of moral development. The pre-conventional level is characterized by a primarily egotistical perspective, where individuals act in order to avoid punishment or gain rewards. In the conventional level, individuals turn to groups, institutions, or society as a whole for guidance on what is morally right or wrong. This stage involves various factors influencing moral decision-making. Lastly, the post-conventional level is marked by a broader perspective, where individuals consider comprehensive viewpoints and personal observations regarding morally appropriate actions, surpassing the reliance on societal values and norms. This research specifically focuses on the conventional level of moral education.
Data analysis
The study primarily focuses on qualitative data, leading to the adoption of a qualitative approach for analysis. The data gathered from the questionnaire was examined within thematic and sub-thematic frameworks. In cases where appropriate, multiple responses provided by teachers were initially categorized and presented as quantitative data.
Theme one: Understanding values
What value means to the teachers
The participants were inquired about their perception of value. Each participant had a unique understanding of values. Among the teachers, approximately half of them (48%) referred to "characteristics" as their interpretation of value. Among the remaining teachers, the majority expressed that "morality" embodies the essence of value. Additionally, one participant associated value with "attitude," while another participant identified it as "dignity." The responses revealed that participants viewed values as either positive or negative attributes. In other words, values encompass both the constructive aspects of human nature and their corresponding opposites. Furthermore, participants believed that values serve as guiding principles in navigating various situations and assist in distinguishing between right and wrong.
Values that teachers practice in their daily life
Teachers were requested to identify the values they uphold in their daily lives. According to their responses, teachers prioritize honesty, respectfulness, kindness, punctuality, and hard work, among others, in their day-to-day activities. In addition, they also emphasize the significance of discipline, character, compromise, sympathy, and adjustment in their regular routines. These diverse responses demonstrate that teachers embrace various values as part of their daily lives. One teacher specifically highlighted the impact of a smiling face, stating that it can make a significant difference in creating a conducive environment. This observation underscores the importance of exhibiting good behavior for effective communication and fostering a comfortable atmosphere, enabling students to tackle challenges with greater ease.
Linkage between teachers' profession and practiced values
Teachers were requested to elucidate the connection between values and their chosen profession. The majority of teachers (95%) emphasized that students tend to emulate the behavior and instructions of their teachers, necessitating the integration of values into their everyday and professional lives. Punctuality was highlighted as a value consistently practiced by teachers, as it directly impacts the timely execution of their daily responsibilities. A lack of punctuality could adversely affect class time, examinations, and the overall objectives of the educational institution. Furthermore, assisting others emerged as another value routinely embraced by teachers. One teacher aptly stated, "We cannot exist in isolation; mutual support is indispensable for accomplishing tasks and attaining our objectives. Similarly, students should extend help to their peers in their academic pursuits."
Impact on the profession if the values are not practiced in daily life
Teachers were queried about the consequences that would arise if they neglected to incorporate values into their daily lives. The findings revealed that every teacher acknowledged the manifold repercussions that would ensue if they failed to uphold values consistently. These repercussions encompassed the erosion of respect, the disruption of institutional cohesion, and the proliferation of corruption. A teacher aptly expressed, "I cannot effectively impart to my students what I myself do not practice. Thus, it is imperative for me to adhere to the values I espouse. Should we neglect this duty, we will undoubtedly encounter a multitude of predicaments." This statement unequivocally highlights the teacher's firm belief in the paramount significance of embodying values in the realm of education. Another teacher further underscored this sentiment by stating, "Students mirror my own behavior. By extending them respect, I cultivate an environment wherein they reciprocate. The absence of values renders positive outcomes unattainable." This statement poignantly elucidates the vital role that the practice of values plays in the teaching profession, for it directly influences the learning experience of students.
Advantage of maintaining values in professional life
The importance of upholding values in daily life has been widely acknowledged, with educators emphasizing its significance in their professional careers. By embodying responsibility, teachers can reap several benefits, such as earning the trust of their superiors, fostering love and respect from their students, experiencing self-satisfaction, and engaging in self-evaluation. These advantages are attainable through the consistent practice and maintenance of values. One teacher shared their perspective, stating, "I approach every responsibility with utmost seriousness, which has garnered the trust of my superiors. I willingly take on cultural classes in addition to general courses, diligently adhering to schedules. As a result, I have gained the affection of my students and received recognition as the best teacher. It is evident that my commitment to upholding these values has brought me tangible rewards and achievements." The aforementioned testimony demonstrates the tangible rewards that can be attained through the practice of values.
Values that are important for students
The participants were asked with identifying the values they believed students should cultivate. According to the teachers, students should primarily focus on practicing truthfulness, honesty, hard work, and respectfulness throughout their lives. Additionally, teachers emphasized the importance of punctuality, responsibility, and adaptability among other values. Notably, the responses revealed that teachers perceive the family as the most crucial environment for learning and instilling values, surpassing the role of schools. One of the participants stated that the early stages of education provide an ideal platform for practicing values, as these principles will shape students' lives moving forward. Moreover, the ability to adjust and collaborate effectively within a team was emphasized as essential, imparting valuable skills for students' future endeavors.
It has been discovered that teachers place great importance on students engaging in the practice of values. One educator expressed that values are the guiding force behind our way of life. Another teacher emphasized that by cultivating virtues like forgiveness and resilience in the face of failure, students will develop into admirable individuals, capable of leading fulfilling lives. These statements underscore the significance of students actively incorporating values into their daily lives. Additionally, a teacher highlighted the necessity of value-based education for both students and parents who seek to instill moral principles into their children's academic journey. This assertion emphasizes the need to introduce value education from the earliest stages of a student's education.
How the student's current life will be affected without practicing values
Teachers were inquired about the impact on students' present circumstances in case they neglect practicing these values. All participants unanimously affirmed that a student's current life would indeed be affected. Additionally, teachers were requested to elaborate on how a student's life would be influenced, and the responses provided by the teachers are displayed in table-8. The majority of teachers expressed their belief that it would detrimentally affect both their academic and personal life. One teacher pointed out that the absence of values would render student’s incapable of distinguishing between right and wrong, thereby impeding the development of our nation. Other teachers mentioned issues such as dishonesty, social imbalance, and family problems. Regarding the effects on students' future lives in the absence of cultivating values, teachers were asked to share their thoughts. All teachers agreed that problems would arise if students fail to develop specific values. They were also asked to express their perspectives on the consequences students would face without growing in values, and teachers highlighted the personal, family, societal, and national sufferings that would result. "Good values have the power to transform an individual's life, society, and nation," stated one teacher. Another teacher emphasized that parents would be disheartened if their children do not acquire moral values and ethics, and advocated for the inclusion of education's value in the national curriculum. It is evident that the cultivation of values is crucial from all perspectives, and teachers hold it in high regard.
Theme two: Teacher's practice of value in schools
Teacher value practice at classroom, how do they practice values in the classroom and how do they incorporate teaching values in the lesson plan.
Teachers were surveyed about their daily adherence to practicing values, and all of them confirmed that they indeed practice values on a daily basis. When asked to elaborate on their methods of practicing values, participants shared a variety of approaches. These included incorporating values into school assemblies, beginning each class with a focus on values, discussing the negative consequences of cheating before exams, and more. One teacher expressed their commitment to daily value practice by stating that it starts as soon as they enter their classroom and continues throughout their teaching. They exemplify this by greeting students before they have a chance to greet the teacher and by placing trust in them. Based on the responses, it is evident that teachers consistently prioritize practicing values daily, often emphasizing their importance by initiating value discussions before class or during assembly.
The question was posed to gain insight into how teachers emphasize the importance of values in the classroom. Based on the responses received, it was discovered that teachers employ various methods to reinforce values, such as storytelling, engaging in handwriting exercises, encouraging participation, facilitating individual sharing, organizing competitions focused on performing good deeds, and more. One teacher expressed that there is no specific designated time for practicing values; rather, it begins as soon as students enter the school. Another teacher mentioned that values are regularly practiced within the classroom, even if it occasionally disrupts the usual lesson plan. This is because whenever something inappropriate occurs inside or outside the classroom, they seize the opportunity to teach values through moral discussions. Consequently, values are practiced to some extent almost every day in the classroom. The teacher's statement underscores their unwavering commitment to prioritizing the practice and instruction of values.
The participants were asked about whether they included teaching values in their lesson plans. The majority of respondents (95%) stated that they do not integrate teaching values into their lesson plans, while a small number of teachers claimed to incorporate values into their teaching. When asked to elaborate on their reasons for not integrating teaching values, seven participants explained that it is not included in the curriculum. However, two teachers acknowledged that they do include values in their lesson plans, specifically within subjects such as stories, geography, or history. One teacher suggested that the curriculum should have a dedicated subject that addresses values directly. They further emphasized that values are generally practiced and that teachers strive to teach about values in all circumstances.
Evaluating values through exams or other means
The participants were asked how they evaluate their students' values, whether through exams or other means. The majority of participants (97%) expressed that they do not assess values through exams or any other methods, while the remaining participants claimed that they do. One participant argued that values cannot be effectively evaluated through exams at all, whereas two participants acknowledged that while they don't assess values through exams, they do so through regular activities. Another participant highlighted the challenge of assessing values through exams due to their abstract nature, and instead, they assess students' behavior. Teachers primarily rely on observing behavior and engaging in regular activities to evaluate values, rather than relying on exams. When it comes to the most effective approach for instilling values in the classroom, teachers were asked to share their preferred methods. The majority of teachers did not specify a particular approach. However, based on the various responses, it was found that teachers prefer incorporating values through sharing and regular classroom activities. One teacher emphasized that there is no better approach than demonstrating kindness and spreading love. Another teacher mentioned practicing values through activities such as teamwork or disciplinary actions.
Difficulties in practicing values in the classroom
An inquiry was conducted to ascertain whether teachers encounter any challenges when it comes to implementing values in their classrooms. The majority of teachers (90%) expressed that they indeed encounter difficulties in practicing values within the school setting. Teachers highlighted various obstacles such as students' familial background, limited comprehension of values, and varying learning capacities, as well as the level of support received from parents. One participant remarked, "At times, there is a lack of synchronization between the perspectives of students and teachers." Conversely, the remaining participants asserted that they did not face any challenges in instilling values in their classrooms. Although maintaining alignment between students and the desired values can be occasionally challenging, overall, it is not overly difficult.
Theme three: Importance of values
The importance of practicing values at primary school and how practicing values impact students’ life
Teachers were surveyed regarding their perspectives on the implementation of values in primary schools, and all participants expressed the utmost importance of integrating values into primary education. Based on the teachers' responses concerning the significance of instilling values, it was evident that they strongly believe primary schools are the ideal setting for nurturing values. One of the participants highlighted that certain working parents are unable to dedicate sufficient time to their children, making primary school the optimal environment for them to acquire values. Another participant emphasized that the foundation of any education begins at the primary level, asserting that if values are instilled during this crucial period, individuals are more likely to uphold and practice these values in the future. Therefore, it can be confidently stated that primary schools serve as the most suitable institutions for imparting value education.
Teachers were requested to express their opinions on the effects of practicing values on students' lives. The responses revealed that teachers believe that practicing values has various impacts on students. One teacher shared that when students learn values at school, they tend to discuss them with their siblings or relatives. Additionally, they become more inclined to share their possessions with others, offer assistance to those in need, exhibit kindness towards others, and engage in more social interactions. This suggests that practicing values in school positively influences students' socialization skills. Other participants highlighted that if all children demonstrate humility, politeness, and respect, it would contribute to the establishment of a strong and morally sound nation. This indicates that practicing values not only has a profound impact on individual students but also holds significance for the future of the nation as a whole.
Observations
Understanding about values.
In this study, participants identified a range of values such as morality, ethics, responsibility, punctuality, behavior, and more. These findings align with numerous previous research studies on value education. For instance, in a study conducted in 1982, Türkdoğan demonstrated that Turkish culture regards morality, religion, behavior, and similar aspects as important values. Similarly, Berkowitz (1995) highlighted behavior and attitude as values in his study. The study also revealed that teachers embody various values in their daily lives, including honesty, hard work, responsibility, punctuality, participation, and behavior, among others. This corresponds to the findings of a study titled "Approach to moral education" conducted by Power et al. in 1989, where teachers were found to practice trust, responsibility, and participation as moral values. These findings further support the notion that teachers believe in practicing values, as they recognize that students tend to mirror their behaviors. Teachers own punctuality and honesty in daily activities are essential, as they set an example for students to follow.
According to a study conducted by Suyantno et al. in 2019, it was found that teachers' values have a significant influence on their teaching methods and students' learning outcomes. Teachers who embrace positive values can create a more comfortable and enjoyable learning environment, ultimately leading to changes in students' attitudes. Regularly practicing values offers several advantages, including the development of trust, self-respect, and a sense of responsibility, among others. Haberman (1999) has affirmed that teachers with a positive moral outlook are more likely to enhance students' academic achievements and promote ethical behavior, which aligns with the findings of this study. Furthermore, Althof and Berkowitz (2006) emphasized the importance of character education, which focuses on moral principles, etiquette, and civility, while shaping students' personalities, values, attitudes, and habits throughout their development. This study also revealed that teachers believe students should cultivate values such as honesty, truthfulness, hard work, and respect.
Based on the responses of the study participants, it is evident that students should engage in practicing values as they are the future leaders of the nation. The values they cultivate today will shape them into responsible and compassionate individuals in the future. These findings align with a study conducted by Anamika (2014), which emphasizes the significance of instilling values in children. This is essential to prepare them for the future, curb unethical behaviors, and address the prevailing violence in society. The study identifies responsibilities, trust, and truthfulness as some of the key values that teachers consistently strive to teach. These values hold great importance not only for our country and future generations but also resonate with findings from other researchers in this field.
Teacher's value practice in Schools
The study revealed that all teachers engage in regular value practice. They consciously or unconsciously incorporate values throughout the teaching and learning process, both inside and outside the classroom. The research also discovered that teachers express values through various means such as storytelling, extracurricular activities, or in response to different situations. The study aligns with the notion that explicit teaching of morals and ethics to students may not be necessary, considering the potential vulnerability and diverse responses among students (United Nations Educational Science and Cultural Organization, 1991). This statement corroborates the current study's findings, where teachers mentioned that the majority of them did not explicitly include values in their lesson plans since they naturally practice values in a general sense.
Chowning (2005) conducted research demonstrating that fostering academic integrity in students' thinking would contribute to the development of their cognitive abilities, moral compass, principles, and ethical understanding. He observed that many students lacked exposure to the concept of morality and struggled to express or engage in reasoned debates regarding ethical issues in research. Thus, he proposed the inclusion of ethics in science education as a necessary measure. Chowning recommended three strategies in 2005 to promote ethics: incorporating ethical content and lesson plans, introducing a decision-making model, and fostering a comprehensive understanding of ethical perspectives. The findings of the study revealed that most teachers did not assess values through exams or other traditional methods. This is because values are abstract and difficult to evaluate through standardized tests. Instead, teachers preferred integrating values into everyday classroom activities and fostering a nurturing environment where values were demonstrated through kindness and care. They believed that cultivating an atmosphere of positivity and love was the most effective approach to imparting values to students.
In their study, Temli et al. (2011) demonstrated that the most effective coping strategies for moral education involve constructing scenarios of ethical dilemmas that individuals may encounter in their daily lives. These strategies include questioning the appropriateness of certain actions and providing explanations for their potential consequences. Subsequent to the presentation of these case studies, students are encouraged to assume various roles and engage in debates concerning what is morally right and why, as well as the impact of different decisions. Furthermore, they participate in discussions exploring the implications of actions and the significance of moral engagement. The study revealed that half of the participants find it challenging to teach values, while the other half consider it to be a normal aspect of education. Some teachers expressed concerns that it occasionally hinders regular classroom activities. These findings align with the results of Temli et al.'s research.
Importance of values
According to the study, teachers believe that primary schools are the ideal environment for learning and implementing values. The practice of values within schools has a positive impact on students' socialization skills and has significant implications for both individuals and the future of the nation. In 2014, Anamika conducted research highlighting the advantages of moral education. One of the benefits she emphasized was that students are constantly exposed to crime, dishonesty, and other social issues through the media and the real world. We frequently come across reports of massacres, and when such incidents occur, what happens if students are caught cheating on tests? Instances of bullying in schools and street conflicts are also widely known. These problems could be reduced if universal principles were taught in classrooms. The current study aligns with these findings, as teachers believe that teaching values is beneficial because it complements students' education and contributes to their overall improvement.
The study also delved into the perspective of teachers on the importance of practicing values, and they conveyed that the act of practicing values has a profound impact on every aspect of a student's life. It is crucial to foster love and establish meaningful relationships that influence social environments, ultimately contributing to a harmonious and prosperous society. This finding aligns with numerous previous research studies that have explored similar themes. Teachers believe that parents should be more cooperative in promoting the practice of values. A majority of the participants expressed the opinion that families should take proactive measures to instill and uphold proper values in students' lives. The studies conducted by Spinrad et al. (1999), Hayes and Hagedorn (2000), and Hardy (2008) also yielded comparable results, highlighting the participants' recognition of their role as a balancing force that can enhance the impact of the family dynamic.
The primary responsibility vested to the ability of families and teachers to contribute to moral development. According to a study conducted by Anamika (2014), if parents effectively instill basic principles in their children at home, it may not be necessary for schools to undertake this responsibility. However, numerous children fail to grasp the distinction between right and wrong due to their parents' limited interaction, often attributable to their demanding work schedules. Moreover, many households consist of a single parent without any siblings, resulting in a lack of role models for the children to emulate. The study also revealed that all participating institutions had established guidelines for fostering values through various means, and teachers made earnest efforts to uphold these policies.