Moral development is a complex effort to create an environment that enhances an individual‘s movement through stages of moral reasoning. This occurs in the context of interplay of factors like attitudes, beliefs and other external factors, such as peer, parental, and media influences. Furthermore, children acquire a wide range of behaviours, thoughts and feelings through observing others‘ behaviour (Bandura, 1997). Kenya like many other countries of the world has experienced rapid technological, economic and social changes which have overwhelming effects on both the individual behaviour and the society. Despite this awareness the pursuit of academic knowledge in primary schools continue to be viewed as more important and distinct from the acquisition and application of moral values. This paper examines the factors influencing moral development among pupils and scrutinizes impediments within and outside the schools that impact negatively on learners‘ behaviour in public primary schools in. The study used ex post facto design adopting both qualitative and quantitative approaches.Moral development is a complex effort to create an environment that enhances an individual‘s movement through stages of moral reasoning. This occurs in the context of interplay of factors like attitudes, beliefs and other external factors, such as peer, parental, and media influences. Furthermore, children acquire a wide range of behaviours, thoughts and feelings through observing others‘ behaviour (Bandura, 1997). Kenya like many other countries of the world has experienced rapid technological, economic and social changes which have overwhelming effects on both the individual behaviour and the society. Despite this awareness the pursuit of academic knowledge in primary schools continue to be viewed as more important and distinct from the acquisition and application of moral values. This paper examines the factors influencing moral development among pupils and scrutinizes impediments within and outside the schools that impact negatively on learners‘ behaviour in public primary schools in. The study used ex post facto design adopting both qualitative and quantitative approaches. Both multi-stage and random sampling techniques were used to select 100 pupils and 30 teachers. A questionnaire, an interview schedule an observation protocol to gather data on the general school environment were used Quantitative data were analysed and presented in percentages, frequency tables, and graphs and qualitative data were grouped into themes or categories, establishing connections and comparing them. The study found that parenting, urbanization, school environment, pupil characteristics impacted negatively on moral development among pupils. Consequently, pupils exhibited problem behaviours such as sexual relations, abusive language, gossiping, disobedience, indiscipline, disrespect, rudeness, dishonesty, conflicts, and bad groups as indicators of low moral status. The study recommends more learners‘ centred methods such as guidance and counselling, seminars, modelling, proper parenting, collaboration, pastoral care, strict rules, and teaching of moral values to be intensified to improve moral development among pupils.
Sustainable learning for refugee children in South African primary schools: A theoretical approach
