Abstract:
The main purpose of this study was to inquire into the promotion of moral instruction in primary schools in Nsukka East Education Authority. Seven research questions and seven null hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. Literature related to the study was reviewed under the following four headings: conceptual framework, theoretical framework, review of empirical studies and summary of literature review. Descriptive research design was used for the study. The population of the study included the 225 primary school teachers in 38 primary schools, education secretary and clergy men in the area. The instruments for data collection were questionnaire and interview guide entitled “Promoting Moral Instruction in Primary Schools in Nsukka East Education Authority (PMIPSQ)” and were validated by three experts. The questionnaire was administered to 225 primary school teachers while the interview was administered to the education secretary and clergy men within the area. Data collected through questionnaire were analyzed using mean and standard deviation for the research questions and t-test statistic ANOVA for the hypotheses while data from the interviews were subjected to qualitative analysis. The results of the study showed that there is a low status of moral instruction in primary schools. Individuals and organizations to a low extent are involved in the promotion of moral Instruction in Primary schools. Promotional strategies of moral instruction in use in primary schools include advising pupils on importance of good behaviour during assemblies, checking lateness to school, punishing late comers, punishing those who fight, punishing those who steal, teaching pupils to respect and obey their parents, asking pupils who commit serious offences to bring their parents. These promotional strategies to a low extent are being used for moral instruction in primary schools. The resources and facilities that could be employed in the promotion of moral instruction in primary schools include parents/guardians, story books, holy bible, cane, clergy men, counselors, resource persons. Challenges associated with the promotion of moral instruction in primary schools include the fact that there are no trained moral instruction teachers in primary schools, moral instruction is sometimes forced on teachers against their will and some teachers believe that informal moral instruction alone is sufficient. Other challenges include inadequate time allocation, the impression that moral instruction does not necessarily produce morally good people and the issue that teachers and pupils have no interest in moral instruction among others. Strategies that could be proffered for promoting moral instruction in primary schools include proper incorporation of moral instruction where it is lacking, training of moral instruction teachers, provision of proper instructional materials and proper time management. There should be awareness campaign on the need for moral instruction and communal charity works could be used in teaching moral instruction.
