A Study on the Content of Junior High Moral Education Leadership and the Construction of Its Educational Indicators

• Main Author: 洪信榮
• Other Authors: 林國楨
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/97772238391243988621

碩士 === 國立彰化師範大學 === 教育研究所 === 98 === Abstract The present study is intended to construct the “qualitative indicators for moral education leadership at junior high school”, which is also hoped to be of use as reference for conducting moral education at junior high school. The first stage of the study is done by literature exploration to build up a foundation for constructing the indicators. The second stage of the study involves interviews with focus groups, including 11 junior high school teachers and 7 junior high school principals, for a purpose of constructing the prototype of the “qualitative indicators for moral education leadership at junior high school.” The third stage of the study is carried out by using expert-valid questionnaire method. The questionnaire, designed by the author of the present study, on the construction of levels and indicators of moral education leadership at junior high school is integrated with the suggestions from scholars and experts, with the prototype of indicator construction modified, to establish the “qualitative indicators for moral education leadership at junior high school.” Moral education is carried out in accordance with the mental and physical conditions of the students and by making good use of all kinds of resources available in the learning environment. Appropriate curricula, measures, and facilities are designed, formulated and set up to guide students in their mental and physical development, helping them make steady progress toward the moral goals and demonstrate behaviors that meet the moral standards. The ultimate goal is to help students achieve moral enhancement inside and moral behaviors outside. Moral education leadership refers to the act that is performed by schools and their educational staff. The school’s environment and students’ mental and physical conditions are weighed up in designing sustainable curricula, formulating relevant teaching activities, and building up favorable learning environment. In addition, appropriate leading and teaching methods, combined with family and social resources, are employed to guide students, in the aspects of knowledge, value, and psychological and moral development, to make steady progress toward the moral goals and demonstrate moral behaviors. The “qualitative indicators for moral education leadership at junior high school” established by this study consists of seven levels: I. developing core creeds for moral education at school; II. organizing the administration assistance system for moral education at school; III. promoting professional knowledge and ability for conducting moral education at school; IV. developing teaching and curricula for moral education at school; V. building up a learning environment for moral education at school; VI. integrating learning resources for moral education at school; VII. constructing a self-evaluation mechanism for moral education at school. There are 48 indicators in total under the seven levels. Based on the conclusion drawn from the study, relevant suggestions for junior high schools, junior high school teachers, and the subsequent studies are also made. Key words: moral education, moral education leadership, indicators in moral education leadership