Keywords

teacher perception, perceptions, character, character education, efficacy, importance, practice, citizenship

Abstract

While schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This study investigated the responses of 497 classroom teachers surveyed within one Central Florida school district. The questionnaire used in this study was designed to illuminate teacher perceptions of character education, by examining a teacher's level of importance, efficacy, and practice of character education in their classrooms and schools. The three areas of importance, efficacy, and practice were examined to determine whether there was a statistically significant difference among Central Florida educators based upon demographic variables of a) grades level taught, b) years of experience, c) highest degree attained, d) gender, and e) National Board Certification. The results of this survey, in combination with existing research findings, proved to be beneficial in revealing the ideals and explicit actions that need to be prevalent in public schools today to insure a balance between academics and the development of civic behaviors and positive character values. This study was a step in a effort to depict the voices of all teachers as stakeholders in one Central Florida School district.

Notes

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Graduation Date

2009

Advisor

Holt, Larry

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Studies

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0002556

URL

http://purl.fcla.edu/fcla/etd/CFE0002556

Language

English

Release Date

May 2009

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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