Adolescents Moral and Ethical Development: Whose Responsibility is it? The Case of Preparatory Schools of Hawassa University Technology Villages

Adolescent Students Moral and Ethical Development: Whose Responsibility is it?

Abstract

This study focused on identifying the responsible agents in promoting moral and ethical behaviour among adolescent students. 490 respondents (339 students and 151 teachers) were randomly selected from six schools of preparatory grades (grade 11 and 12) and filled the questionnaire items. In addition, 36 discussants (six in each study sites) were participated in the Focus Group Discussion (FGD). Self-developed questionnaire items and leading questions for FGD were employed as a data gathering instruments. The data were analysed using quantitative and qualitative data analysis procedures. Thus descriptive analysis (percentage, mean and standard deviation) and inferential analysis (t-test and linear regression analysis) were conducted in accordance with the research questions posed. The response of the FGD was also narrated and integrated with the response of the quantitative data analysis. The analysis conducted using t-test revealed that students and teachers perceive the role of civic education and its contribution in promoting moral and ethical behaviour differently; both student and teacher respondents were not aware of the difference between civic education, and moral and ethical education; religious leaders/institutions, parents, internal/external factors (more of technological, political and personal factors) and teachers were found as responsible in promoting students moral and ethical behaviours. What was found through the quantitative analysis was also supported by the response of the focus group discussants. t-test analysis further showed that, except for the dimension of internal/external factors, teacher and student respondents differ in their response regarding the role of religious leaders/institutions, parents and teachers in promoting students moral and ethical behaviour. Furthermore, the result of regression analysis depicted that parent-related factors are the most determinant in promoting the moral and ethical behaviour of students. Based on the findings, it is recommended that implementing a new moral and ethical curriculum which is free from political and religious contamination is an urgent issue. For this, the curriculum developers and writers have to be professionally oriented. 

Keywords: Civic education, Ethics, Morality, Moral education, Ethical education