A STUDY ON THE OPINION OF TEACHERS TOWARDS INTRODUCING MORAL EDUCATION AT PRIMARY SCHOOL

Chapter-1

INTRODUCTION

          Moral education has always been a perennial aim of education. The function of schools, it was believed, was not only to make people smart but also to make them good. However, with industrialization, the moral aim of education receded to the background as the demands of capitalist markets centered mainly around the provision of skilled manpower, culturally ready to integrate into labour markets.

          The return of moral education to the limelight is attributable to the fact that modern societies increasingly have to deal with disturbing trends both  within schools, and in the wider society. Mounting discipline problems culminating in violent outbursts, alarming rates of teenage pregnancy and drug abuse are phenomena often explained by the breakdown of the family or are generally situated in the aftermath of industrialization. Many have also located the dysfunction of the school as one contributing to the degeneration of social mores. Prime among these dysfunctions is the fact that our schools are not adequately providing for one important aspect of child and adolescent development, that is, moral education.

          Those who believe that we need to provide for some form of moral education in our curriculum are not a homogeneous group. Amongst them we find, at one extreme, the traditionalist who argues that we should return to the good old ways of teaching values, through religious literature or some other relevant material of universal significance. At the other extreme, some argue that, rather than teach values, adults have to model desirable behaviour and the school hidden curriculum must be used to help children become morally autonomous adult.

          Moral education is very necessary in present situation. Nowadays a science and technology growing up' we see that morality is becoming less, all the people becoming the more selfish every man is leading materialistic life. Every where we can see the people with starvation moral education makes the balanced development of character and personality among the student, form clan morality based on physical kinship, mankind has advanced or a advancing to world morality based ethical kinship of man.

          Man has material as well as spiritual wants. These may he termed as wants of the outer and inner life respectively the former promoter qualities of industry, order, preferences etc. which have a survival value the wants of inner life promote cultural value like humility, mercy, self sacrifice no moral code would be acceptable in the modern scientific age unless it has a rational basis and can appeal to one's reason. Morality was essential to bring about beauty and harm any in life.

          Education has been a characteristic of men even since he existed on this planet. It seeks to train the young in the skill and values necessary for the participation in the society and for the attainment of what is connected is that well fare of the society depends upon the education of its members.

          The most important problem of moral education in schools concerns that relationship of knowledge and conduct the leaving which occurs in the regular course of study, should affect the character. Moral education should not only be the imparting certain rules and regulations to be followed by the student but also help every child to develop a kind of character which will enable him to act according to his own moral convention and commitments while the nature and content of moral laws taught by schools may change from society to society and period to period. The kind of attitude to one's belief and ideal to be inculcated by educators should essentially be the same. The fundamental task of moral education should not be merely object of knowledge, but it must become a part of him. The student should be encouraged to reveal in character and action whatever they have burnt. The student should live the student should live simply and selflessly we should live a gentle and cultured life. He should be well conversant with our cultural heritage and inner value for which India is known. He should practice the trinity of value truth, beauty and goodness.

Moral Education at Primary Level

1. The morning Assembly should observe two minutes. Silence followed reading by from the scriptures or great literature of the world or an appropriate address. Community singing should also be encouraged.
2. The essential teachings of the great world religions should be studied as part of the curriculum pertaining to social studies and history simple texts and stories concerning different religions may be included in the teaching of languages and general reading.
3. One hour a week should be assigned to moral instruction. The teacher should encourage the habit of discussion in his class. Apart from this regular class instruction, suitable speakers maybe invited to address the student on moral and spiritual value joint celebration may be organized on the occasion of important festivals of all religions. Knowledge and appreciation of religions other than one's own and respect for there founders should encouraged in various ways including essay competition and declamations.
4. Organised social service during holidays and outside class hours should an essential part of extra curricular activities. Such service should teach the dignity of manual labour, love of humanity, patriotism and self discipline participation in games and sports should be compulsory and physical education including sex, hygiene. Should be a normal part of school programme.
5. Qualities of character and behaviour of students performance at school.

          From the broad suggestions outlined above it is evident that we are in favour of comparative and sympathetic study of religions and the teaching of their underlying philosophies and ethical codes.

          "The constitution proceed that religions instruction given in institutions under any endowment or trust, should not be interfered with even when such institutions helped" by the state we suggest that the sort of instruction that we have recommended should he imported in all institution and if any special religion is particularly taught in some institutions this should be in addition to what we have proposed. There is no question of conscience involved in this by instruction proposed by us is essential for building of character and the making of proper citizens and by its every nature it cannot possibly injury the, susceptibilities of any religious group.

          We confidently hope that the effective implementation of the suggestion I create proper atmosphere in our educational institutions. So that they may train not only technicians or professional experts but also human and balanced citizens who can contribute to the happiness and well being of their countrymen and humanity as a whole.

Recommendations of the Kothari Commission

          The Kothari education commission noted with regrets that although the report of Sri.Parkash Committee had been before the country for 5 years yet the response from educational institution had -been neither active nor enthusiastic. The commission remarked. This is having a very undesirable effect on the character of the rising generation and it has there fore become necessary and urgent to adopt measures to give a value orientation to education from this point of view the commission made the following recommendations.

1. Organised attempt should be made for imparting moral education and including spiritual values in schools through direct and in direct methods with the help of the teaching of great religions.

2. One or two periods a week should be set aside in the school time table for instruction and spiritual values. The treatment of the subject should comprehensive and not divorced from the rest of the curriculum. The periods should be taken not by specially recruited teachers but by the general teachers preferably from different communities, considered suitable for the purpose. If one should be one of the important objecting of teaching institution then for it.


3. The central and state Government should adopt measures to introduce education in moral social and spiritual values in all institutions under their for local authority control on the lines recommended by the university Education Commission and the committee religious and moral institutions.

4. The private managed institutions should also be expected to follow suit.

5. The university department in comparative religion should be specially concerned with prays in which these value can be taught wisely and effectively and should undertake preparation of special literature for use by students and teachers.

6. Education about Religions. It necessary for a multi religious democratic state to promote a tot rant study of all religions so that its citizens can understand each other better and line amicably together. A syllabus giving weir chosen information about each of the major religions should be included as a part of the course in citizenship or as part of general education to be introduced in schools and colleges up to the first degree. At should high the fundamental religions of the world and the emphasis they place on cultivation of certain broadly comparable and moral and spiritual values.

Difficulties in Implement various Suggestions

          Inspect of the recommendations of various committees and commission from time to time the scheme of religious education has not been implemented. This is due to the following reasons.

1. Misunderstanding about the Nature of Religious Education.

          Religious education in our situation does not mean or should not mean education about a particular religion. This is a misunderstanding which lurks in the minds of some people while considering the problem of introducing such education in schools. Ours is a multi religious democratic state to promote to tolerant study of all religions so that all religious group can understand each other and him amicably together they religious education means common principles of morality taken from all religions.

2. Lac of Common Curriculum and Text Books.

          The Kothari education commission suggested preparation of a common-course and common text books at the · national level day competent and suitable experts of various religions. No follow up programme has so far been taken in this regard. It is the duty of the central government to get such courses of good moral character.

3. Lack of Teachers of Good Moral Character.

          There is no denying the fact that some teachers themselves do not have a good moral character. They may in dulge in drinking, cheating etc. such teachers can not provide worth while models for their students. It is important, I there fore only person of good character be recruited as teacher.

4. Problem of Finance

          Implementation of various recommendations of the Kothari education Commission in regard to moral and religious education will certainly expense. But funds have to be found for this purpose in the interest of better education better whatever difficulties in the implementation of a scheme of moral education, they should be over come we must give a proper value orientation to our educational system.

Official Documents on Moral Education

I. The British Period:

          However, the increasing rivalry between the French I the British for control over the Indian Ocean culminated in the taking over of the island by the British in 1810, against the backdrop of the Napoleonic wars. The British gathered a Narmada of 60 vessels and 16,000 troops and promptly attacked the island and did not restore it to the French even after the War because of its strategic position (Selvon 2001:38).

          The passage from French to English rules was a smooth process. The capitulation terms stipulated that the French colonizers were not to be considered as prisoners of war and that all private property should be respected. The laws, customs and -religion of the· settlers were to be preserved as well as the use of their language, (RanidoyaI1977:29). This stemmed from the British desire to maintain stability and continuity, despite frequent friction between the French and the-administrators, especially when official decisions threatened to Jeopardize French interests.

          Because of increasing pressure, the abolition of slavery became inevitable and the French had to turn to India to find an insatiable source of cheap labour. Indentured labour from India was introduced to carry out the function of the-slaves. This was tantamount of a new form of slavery, but with the decline of maritime trade and the expansion of agricultural activities, the labour of indentured workers was of crucial relevance. In time the Indians became the largest component of the population of the island. Thus, from the beginning of its story till now, economic, political and social life on the island, centered around the sugar cane (Bunwares 1994:27).

A Pre-Independence Period

          The English had only administrative control over the island and the only definite change that was made related to the establishment of English as the formal language of the government. The French still controlled the economy through the ownership of sugar cane plantations and political fields. In 1831 a Council of Government was established with seven nominated members. This constitution that functioned without representativeness from the people and an electoral process lasted for over fifty years. However, with the arrival of Governor Pope Henessy, amendments were made to the Constitution to provide for 10 elected members, nine appointed members and eight official members. The great restriction for the election was in terms of the franchise which was determined by income and property thus further strengthening the power of the elite. By the early 19^th century, the Creoles and Indians started to become politically active especially since they had come, in time, to constitute the majority of the population. The fear that they might one day seize political power grew among the Franco Mauritians who did not wish to grant them political rights, especially after the coalition between Action Liberale (Liberal Party) and the Indians led by Manilall Doctor, a coalition that was, however, short-lived (Bunwaree 1994:17-18). Indians came to be elected to the Council of Government despite the attempt by the Creole elite to exclude them from politics. New Indian elite emerged constituted mainly of lawyers, doctors and teachers (Prithipaul 1976:116).

          The 1930s and 1940s were periods of intense political activity, historically referred to as the “Revolts of the Lambs”, mainly because of the Labour Ordinance passed in 1938. The Great Depression of the 19305 caused severe hardships to the masses and this does explain to a certain extent the riots, strikes and violence that characterized this era, a manifestation of political emancipation spurred by stringent economic conditions (Bunwaree 1994:20-22). It became that the demise of the oligarchy was inevitable as the British Empire collapsed in various of its colonies (Selvon 2002:54). The process of Constitutional revision was well under way and culminated in the Constitutional Reform implemented in 1948. 1948 saw not only the historical election of a representative government, but, it also marked the beginning" of communalism around which political life became organized. The Labour Party led by Guy Rozemont and later joined by Sir Seewoosagur Ramgoolam and the Ralliement Mauricien led by the Franco Mauritians, Conservative Creoles and Muslims. But, despite the fact that the Labour Party won fourteen seats out of nineteen, twelve conservatives were elected to the Legislative council. Upon the suggestion of Robert Scott, an electoral Commission was set up to review the electoral system (Selvon:2002). It recommended universal suffrage and a unique system of best losers to ensure adequate representation of all communities, a system which still prevails to date (Mathur 1991:57:69).

          The election of 1959 was indicative of an increasing split within the indo Mauritian communities but the Labour Party still won the elections. Independence was the basic aim of the Labour Party, but fears related to being ruled by a Hindu majority increased among the minorities which sought to oppose it (Bunwaree 1994:21). During the 1960s communal feelings ran high. Indeed, ethnic politics replaced class politics. The question of evolution of the Mauritian Constitution sharply divided opinions with political tensions frequently threatening to degenerate into ethnic tensions. Riots broke out in January 1968 between the Creoles and the Muslims. The tense political situation was significantly exacerbated by the deterioration in people's living conditions. Peace was restored within weeks and on 12 March, 1968, Mauritius moved quietly towards independence (Selvon 2001:62).

             I.      The education commission of 1882 had recommended that based upon the fundamental principles of natural religion an attempt be made to prepare a text book an moral education. This book should be taught in all Government and non-Government colleges. The principle or one of the professors in each Government and aided colleges should deliver a series of lectures to all the class on the duties of a man and a citizen.

          II.      Memorandum of the post war educational development (1944). “Religion in the widest sense should inspire all education and that a curriculum devoid of an ethical basis will prove barren in the end.”

       III.      The religions education committee of the centers advisory board of education recommended in 1945. “Spiritual-and moral teaching common to all religions should be an integral part of the curriculum and provision or facilities for instruction there in should be the responsibility of the state”.

        IV.      In the 1906 Solder's contribution an entry way included in “moral institutions” under article-2. This subject should form an important part of the curriculum every elementary schools such as be incidental occasional. Be given systematically and a course of graduated instruction.

A Post Independence Period

             I.      The 43 constitutional amendments of 1976 inserted as article 51A in part IV A of the Indian constitution lays down ten fundamental duties (or values) for each citizen. This amendment was inspired by the idea of arresting the falling moral standards in the country and that of insuring higher level of moral conduct form the citizens.

          II.      The university education Commission (1948-49). Recommended that "Unless morality is taken in a large sense it is not enough. If we exclude spiritual training in our institutions we would be untrue to our whole historical development.

       III.      The primary education commission (1952-53) asserted that religious and moral instruction played an important role in the growth of individual’s character.

Strategies Recommended by different Commission and Committees for Moral Education

          Sir Parkash Committee (1959-60) has made the following recommendations.

Need of Teaching Moral and Spiritual Values:

          The teaching of moral and spiritual values in educational institution is desirable and special provision for doing so is feasible within certain limitations.

Removing the Defects of Home:

          It is very important that in any educational scheme the home should not be left out. It is through mass media such as leaflets and talks on radio and through voluntary organizations the fault of the homes, both the physical and psychological atmosphere should be pointed out and instruction should be given.

Silent Meditation:

          Every day in educational instructions there must be silent meditation either in a class room or in a common hall. There should be some sorts of prayer also.

Preparation of Useful Books:

          Suitable books should be prepared for all stages primary to university these books should describe briefly in a comparative and sympathetic manner the basic ideas of all religions as well as the essence of the lives and teachings of the great religious preachers saints and philosophers.

Co-Curricular Activities:

          There must be a delivery lectures in inter religious understanding educational broadcasts and group discussions may be organized to stimulate  interest in the study of moral and spiritual values which emphasis on good manners.

The Indian Education Commission (1964-66)

          It givens more orientation to become necessary and urgent to adopt active measures to give a value orientation to education.

          The commission has made following recommendations central and state government should take immediate steps to introduce education in moral, social and spiritual values in the institutions under there direct control.

          Privately managed institutions should also take necessary steps to follow such as.

1. In time table some period should be set a part in the time table for moral and spiritual education.
2. Periods of moral education should not be taken by specially recruited teachers but by general teachers.
3. The commission recommends that both direct and indirect method should be adopted formal teaching at school level.
4. Regarding moral education at higher stage the commission agrees with proposal made by the university education commission and Sri Prakash Committee.

Report of the University Education Commission 1948-49

          For inculcation of moral values the commission suggestion for introducing silent meditation study of the great religious preachers and the study of central philosophy of different religious. Report of the Primary Education Commission (1952-53).

          The commission observes that healthy trends in regard to religions on moral behaviour spring from three sources.

• The influence of the home of which is the dominant doctor.

• The influence of the school through the conduct and behaviour of the teachers themselves and life in the school community as a whole.

• Influence exercised by the public of the locality and the extent to which public opinion prevails in all matters pertaining to religious or moral codes of conduct report of the commission (1964-66).

“The expanding knowledge and the growing power which combined with strengthening and depending of the sense of social responsibility and a keener appreciation of moral and spiritual values”.

The Commission Recommends:

• The central and state government should adopt measure to introduce education in moral social and spiritual values in all institution.

• The privately managed instruction should also be expected to follow suit.

• A part from the education in such values being made an integral part of school-programmes generally some periods should be set a part of school programmes generally some periods should be set a part on the time table for this purpose.

• University departments in comparative religions should be specially concerned with the ways in which those values can be taught wisely effectively land undertake preparation of special literature for students and teachers.

The National Policy on Education 1986

          The growing concern over the erosion of essential values and an in creasing cynicism in society has brought to focus the needs for the re-adjustment in the curriculum in order to make education a forceful tool for the cultivation of social and moral values.

Objectives of Value Oriented Education

• To appreciate the need of value education.

• To understand the objectives and scope of value education in school.

• To get acquainted with the common core values recommended in the NPE.

• To identify the different source of education.

• To appreciate the comp lenity of the process of value education.

• To understand different approaches to value education.

• To understand your role as a teacher with regard to value education.

• To plan appropriate learning experiences for children to develop.

Concept of Moral Education/ Vedic Education

          In the ancient India students used to under go rigorous character training and value education during their stay in Guru Kulas. They were required to lead a life of direct discipline, austerity and observe strict code of moral education. The Rigveda and Atharva Veda emphasize inculcation of the value co-operation.

          The concept of Vedas may be categorized under the following three heads.

• The ‘Janana’ or knowledge or wisdom.
• The ‘Karma’ or action or code of conduct.
• The ‘Upasana’ or dedication and devotion to god.

          The value like Satya, Dharma, Shanti Prema and Ahimsa are the moral values of vedic education. The live which emphasized in Rigveda and Atharveda as follows:

"Oh human beings all of you should live together with mutual co-operation. Conserve with each other in a friendly manner acquires knowledge having common ideals of life".

          Let there be oneness in your resolution hearts and minds. Let the strength to live with mutual co-operation (Rigveda Mandala 10, Sukta 191, Mantara 4).

          The essences of the Vedas are from untruth, lead me to truth, from darkness lead me into light, from death lead me to life eternal.

Concept of-Moral-Education in Hou Books

Educational thought of Geeta.

          The greatest lesson for the learner is that we must have complete faith in his teacher who should be devoted to his work. True knowledge learning and wisdom are acquired through creaseless action copied with devotion.

          "Dharma is righteousness the basis of all ‘pursharthas’ it is one's duty ordained by the scriptures as per ones varna and ashrama by properly performing with man attains both well being in this world and the highest good some time it as also been used as synonymous with ‘Atmajanan’ or with culture.

          From Mahabharat the values to be imbibe by an individual in India culture.

          Truth fullness to be free from anger sharing wealth will others forgiveness/procreation of children from one's wife alone purity, absence of enmity straight. Forwardness maintaining persons dependent on oneself are the new rules of Dharma of persons belonging to all the varnas".

Moral Values of Buddhism:

          There are 8 paths of learning all the 8 paths are filled moral values they are:

• Right View: It in eludes the knowledge of misery the origin of misery the cessation of misery adds the path leading to the cessation of misery.
• The Royal Resolve: To renounce sexual pleasure to have malice towards none to be harsh to no being.
• Right Speech: To abstain from false hood, back beting harsh language and frivol us talk.
• Right Behaviour: To obtain from talking that which is no given and from immorality.
• Right of Occupation: Livelihood does not involve ostensible evil.
• Right Effort: To abandon existing evil qualities and do follow good qualities.
• Right Contemplation: Clear observation.
• Right Concentration: Control of senses and mind.

          To be a moral being one must follow the noble path eight fold path as preached by Buddha, which provides guidance for moral education and peace. Buddhist literature replaced them as the source of knowledge wisdom and morality.

JAINISM

• Jainism believes in Ahimsa Non violence of no inquiry to beings.
• Jainism-accepts the existence of immortal souls which are numerous.
• Niravana and liberation is obtained through there Ratnas right philosophy, right knowledge and right conduct.
• Jainism repudiates dogmatism. It rejects the idea of creator of the world.
• Moksha or nirvana is state of freedom which is achieved by meditation a pure life and three fold path of right faith, knowledge and right conduct.
• Right conduct implies five abstinence not to lie, not to steal not to strive for luxury.

          Jainism emphasis satya-vada or An-kaot-vada which days mind open to truth coming from any quarter. No proposition about the truths of life can be absolute.

Moral Education in Indian Education:

          Philosophy to ancient indiums was not just a means of satisfying intellectual doubt (samsaya) but more a practical Endeavour that showed one the right way to attain spiritual liberation (moksha). A though there are four supreme ends of life (Purushartha) economic well being (Artha). Physical well being (Kama). Righteous action (Dharma) and spiritual freedom (Moksha) the secular value of art he and Karma rank inferior in status in the Indian hierarchy of values to the spiritual values of Dharma and moksha. Moksha is the highest end of human life it being freedom from the very notion of right and wrong and good and bad.

          For good is that which is desirable to our greater self and to live in perfect goodness is to realize ones life in the infinite. Such subsuming of the moral in the spiritual runs through the thoughts of Gandhiji, Dayananda and Vivekananda. It is not doing good or acting right in the sense of blindly following a certainly stipulated moral code and conducting the essence of morality follow good or bad with self consciousness is rationalism.

          A rational person in the moral spheres according to John Wilson is one  who acts for a reason rather than just a result of causes taking into consideration other peoples interests is not in his moral thinking logically in consistent he uses language correctly and facts is perceptive and finally translates there skills into action. The central concern in western moral philosophy today is the search for an ultimate moral criterion and an adequate justification for rational morality.

Need and Importance of the Problem

          Moral education is very necessary in present situation. Nowadays science and technology growing up we see that morality is becoming less, all the people becoming more selfish every man is leading materialistic life. Every where we can see the people with starvation moral education makes the balanced development of character and personality among the student from clan morality based on physical kinship, mankind has advanced or a advancing to world morality based ethical kinship of man.

          Man has material as well as spiritual wants. These maybe termed as wants of the outer and inner life respectively. The former promoter qualities of industry, order preference etc, which have a survival value the wants of inner life promote cultural value like humility, mercy, self sacrifice. No moral code world be acceptable in the modern scientific age unless it has a rational basis and can appeal to one's reason. Morality was essential to 'bring about beauty and harmony in life.

          Education has been a characteristic of men even since he existed an this planet. It seeks to train the young in the skill and values necessary for the participation in the society and for the attainment of what is connected is that well fare of the society depends upon the education of its members.

          The most important problem of moral education in schools concerns that relationship of knowledge and conduct. The learning which occurs in the regular course of study, should effect the character. Moral education should not only be the imparting certain rules and regulations to be followed by the student but also help every child to develop a kind of character which will enable him to act according to his own moral convention and commitments while the nature and content of moral lows taught by schools may change from society to society and period to period. The kind of attitude to one's belief and ideal to be inculcated by educator should essentially be the same the fundamental task of moral education should not be merely object of knowledge, but it must become a part of him. The student should be encouraged to reveal in character and action. Whatever they have learnt. The student should live simply and selflessly we should live a gentle and cultured life. He should be well conversant with our cultural heritage and inner values for which India is known. He should practice the trinity of value truth, beauty and goodness.

          The school needs to make efforts to make the learner conscious of right and wrong one popular view in this direction is the development of conscience, it is inner conviction and be some it is regarded as a metaphysical entity.

          The other view is the development of imperial and experimental attitude toward morality by holding that we must study the effects of different forms of conduct upon human happiness. This school of hedonism in ethics was founded by Daivd Hume and laid the basis of utilitarianism. He held that the only test of true morality is the contribution to the increase of human happiness here and now. A child learns if education to possess such a character will learn the importance of his relationship with follow men and society. 

          He comes to be aware of the fact that the moral laws are established by the society for its well bring. Which in turn will preserve his own he should know that this - moral choice must taken into consideration the possible consequence his choice in the rest of the society. There is a need to understand the value and necessity of social conformity for social order and cohesion socially considered this form of ethics tested the ethical justification of any act by its prospect of contribution to the "greatest happiness of the greatest number" when interpreted harmony with the discoverers of mathematics and psychology, such as ethical standard may be regulated as perhaps the best general statement yet made sound moral behaviour.

          Moral education in schools and its bearing on the student citizenship in  very relevant these days, rightly so because it is in the formative years of  childhood and adolescence that the foundation of good citizenship laid  students are faced with a wide variety of confusing impression and in causes  they receive 120 assistance whosever from their teacher. In this age when  there is loose talk about moral degradation at all lauds it goes without saying  that moral education must seriously be taken into consideration be education  authorities and teachers.

Relevance of the Problem in present Educational System:

Concept of Moral Education:

          Moral education refers to the processes through which the relevant knowledge, attitudes values and skills are transmitted and developed in children as such, it focuses on the development of the cognitive, social and emotional skills which are necessary for moral thinking, action and feeling. Moral education concerns thus the practices and strategies that socializing agents use to equip children with the resources to address issues about right wrong in their everyday life. The aim of moral education in the school is thus to help students become autonomous decision makers but, at the same time, to create an attachment to fundamental value like respect and responsibility  (Hamm 1989:158) Because may understanding of morality is based on the development of persons within a particular social setting, moral education is largely construed as part of socialization process generally meant to prepare the student for a happy and productive life as a member of the community.

          The concept of morality has come from ancient times. There is one species period for moral education in the schools. From last few years the special period is cancelled. So it is useful to make special period for moral education or there is no necessary for moral education in primary levels.

          All the text books consist of moral values so teacher used to teach moral values with the text only. Moral values makes the children as a perfect well developed individual, Mahtma Gandhi, Rabindarnath Tagore, Swami Vivekananda, Rama Krishna Prama Hansa etc all the educationists gives more emphasize on the moral education. All the official documents that is all the education commissions gave importance to the moral education.

Statement of the Problem

          "A Study on The Opinion of Teachers Towards introducing moral education at primary school level”

Project Objectives: 

• To study the need of imparting moral education for character and personality development.
• To study the difference of opinion between men teachers and women teachers for introducing moral education in primary school.
• To know that primary schools are the proper agencies for imparting moral education.
• To know that the moral education can develop moral values among primary school students.
• To study the necessary of making moral education as separate and compulsory subject.

Conclusion:

          In conclusion we can infer that the teachers seems to possess more positive attitudes towards imparting of moral education among the students in primary school moral education is very necessary in present situation. Nowadays as science and technology growing up we see that morality is becoming less all the people becoming more selfish every man is leading materialistic life.

Chapter-3

METHODOLOGY

3.1 Introduction

          The present chapter deals with the methodology, under which the following are presented statement of the problem, operational definitions, sample, method of the study, tools used variables. Research hypothesis statistical techniques used for analysis of the data and testing the hypothesis, procedure of the data collection.

3.2 Statement of the problem:

          “A STUDY ON THE OPINION OF TEACHERS TOWARDS INTRODUCING MORAL EDUCATION AT PRIMARY SCHOOL LEVEL”

3.3 Operational Definitions

Primary Education

          Primary school is period of intense physical change and formation of identity while the highest priority has to be given to the expansion of elementary education promotion of adult education it is equally important to improve secondary education primary education from 6 to 14 years age group 14 to 17 age come into secondary education.

Teachers:

          Teacher is a pivot of the educational system. The teacher is the custodian of our future. Mrs.Indra Gandhi said "The national well being depend on teacher well being".

Moral Education:

          Moral education and humanistic education should be integral part of the individual morality may be described as a system of personality traits which are in harmony with the inner nature of individual and which are in accordance with the values approved by the society.

Sample of the Study:

          The teachers who are working in primary schools of Gulbarga city constitute the sample for the present study;

          In the present study the investigator has chosen hundred teachers of primary school by applying by simple random sampling technique.

Sampling Design

100 Teachers

50 Men Teachers                        50 Women Teachers

 

25 Arts Men Teachers

25 Science Men Teachers

25 Women Arts Teachers

25 Women Teachers

          The most important factor in determining the generalize ability of research is the selection of the sample used collecting the research data. The important types of sampling stratified Random sampling, stratified random sampling and incidental sampling is used as it was thought to be most convenient one. Incidental sampling is a device for the selection of particulars population incidentally to present a total population.

          The investigator has chosen the 4 schools each school selected the 25 teachers 13 women teachers and 12 men teachers 13 women 6 arts teachers and 7 science teachers. In 12 men teachers 6 men arts teachers and 6 science men teachers.

          The total number teacher is 100. The 100 teachers are divided into 2 parts one men and another women. The 50% men and 50 women is two courses available one is arts and another is science. The arts teachers are 25% and science teachers are 25%.

Method of the Study:

          In the present study the researcher selected the descriptive method. Descriptive method deals with the relationship between variables the testing of hypothesis and the development of generalization principle or theories that have universal validity. In the present study survey research method of one of the type of description method in this method investigator selected 100 sample of respondent and administered standardized empowerment scale and Moral education.-questionnaire are used to collect information using mean SD  significance co-efficient of co-relation technique are used to analyse the data.

Tools of the Study:

          In the present study the researcher has used the questionnaire method.

          Questionnaire technique is generally considered to be best from of descriptive survey investigation. Ban Davis and Jhon Son define questionnaire as a systematic-complication of population for which information is desired. In general the world questionnaire refers to a device for securing answer to question by using a from which the respondent fills in it.

          It properly and carefully employed the questionnaire permits wide courage of the study. If the items are careful worded will out ambiguity and vagueness each item carrying a simple ideas and of objective nature and if the questionnaire is attractive in appearance neatly arranged and clearly printed or duplicated and if it contains clear and define instruction and direction it can valid and a more reliable measure of the attitude because the respondent has to check simply, he feels it easy and replies more objectively.

          In view of these several advantage and particular for a wide a courage of study and to make the present study mere object questionnaire technique is employed the present investigative.

          Having kept in mind the characteristics of good questionnaire and condition for good response. The investigator constructed for the questionnaire with enough care keeping the objectives in mind the investigator divided the whole subject of investigation into three areas as given here under.

1. Need and importance of moral education.
2. Importing of moral education.
3. Utility of moral education.

Scoring Key Table

Items

Resource Available

Access to Resource

Decision

Action

SA

A

?

SD

D

SA

A

?

SD

D

SA

A

?

SD

D

SA

A

?

SD

D

Numerical Value

1

2

3

4

5

1

2

3

4

5

          It includes 5 types of responses for each includes 5 types of responses for each item given by the individual.

The five responses are

1. SA               -        Strongly Agree
2. SD               -        Strongly Disagree
3. A                 -        Agree
4. DA               -        Disagree
5. ?                  -        No Opinion

Variables of the Study:

          Variables is that factor which is measured manipulated and observed by the investigator.

Variables of the present study can be classified as below.

1. Independent variables.

Moral education is independent variable.

2. Dependent variable.

Primary school teachers are dependent variable.

Research Hypothesis

          Research hypothesis is an intelligent guess and tentative solution to a problem. It directs in further research. Based on objectives hypothesis were constructed.

Hypothesis 1: There is no significant difference between men and women teachers favour of moral education.

Hypothesis 2: There may be no significant difference in the personality development of the child due to the moral education.

Hypothesis 3: There is no particularly moral concept binding irrespectively of the circumstances in which it is exercised.

Hypothesis 4: There is no significance change from in behaviour now and then from the moral education.

Hypothesis 5: There is no integrated system can be used to teach moral education

Statistical Technique used for the Analysis of Date:

          In the view of objectives of the study and in order to the test the researcher hypothesis setup mean standard deviation, t significant test.

1. Mean = S x /N

     Here             X = Raw scores

                        N = Number of Scores

2. Standard Deviation

=

where           f = Frequency of the class internal

                             X= Mid point of class interval.

                             N=Number of score.

3. t - Significance Test:

          Usually t - ratio is used to test significance difference between the means of two samples.

          The general formula for t-test is

         

Here

                = Mean of the first group.

                = Mean of the second group.

          SS₁        = Sum of squares of group t.

          SS₂     = Sum of squares of group II

          n₁       = Number of cares in group I

          n₂       = Number of care in group II.

4. Co-efficient Correlation:

          The Pearson's product moment method of co-relation is used to find the co-efficient co-relation between independent and dependent variable.

          Karl Pearson's product moment co-relation co-efficient is given by the formula.

               = Sum of scores in X

               = Sum of scores in Y

              = Sum of the squares of X scores

    = Sum of the squares of Y scores.

The steps involved to find Pearson's product moment correlation are

1. Find the sum of all 'x' scores i.e. Sx
2. Find the sum of all 'V' scores i.e. Sy
3. Square the x score and find SX₂
4. Square the y score and find SY₂
5. Multiply the 'x' Scores and find the i.e. SY₂
6. Substitute all the values in the formula for y correlation and compute ‘g’.

Data Collection:

          A primary interview was held with teachers to ascertain the actual problems faced by the students now after interviewing the teachers on all the

"'problems the investigator has prepared 25 items for the preliminary try out an five point scale.

Distribution of the Items

Sl. No.	Description of the Data	No. of Items Included
1	Ned and importance of Moral Education	11 (1 to 11)
2	Importing of Moral Education	6 (12 to 18)
3	Utility of Moral Education	7 (19 to 25)

          Techniques of analysis for the present study.

Techniques of Analysis

          For the present study the investigator used the closed from questionnaire that is it calls for short check responses. The investigator used Likert’s 5 point scales for measuring the responses. It includes 5 types of responses for each item to be given by the individual. The five responses are “Strongly agree”, “Agree” “No opinion”, “Disagree” “Strongly disagree” which are abbreviated and written as SA, A, ?, D, SD respectively is awarded with a specific number of points.

          In all there are two types of statements in the questionnaire first type is ‘positive statement’ and second type is ‘Negative statement’ the method of scoring differs for positive and negative items of the questionnaire. For the positive items 5, 4, 3, 2 and 1 respectively. And for the negative items 1, 2, 3, 4 and 5 are the respectively items 1,2,3,4 and S are the respectively to SA, A, ?, D, SD, respectively.

TABLE-2

Weight age to the various opinions in the questionnaire

Sl. No.	Responses	Symbols	Weightage
1	Strongly Agree	SA	5
2	Agree	A	4
3	No Opinion	?	3
4	Disagree	D	2
5	Strongly Disagree	SD	1

          For each item of statements the individual is supposed to choose any one of the above response indicated of his own choice.

Chapter-4

ANALYSIS OF DATA

Introduction

          The purpose of the objectives of the present study and for testing the hypothesis setup, the data collected was subjected to statistical analysis. Analysis of the data has been done by using statistical techniques such as mean standard duration correlation co-efficient and t-test for testing the significant level at 05, level of significance.

Step 1: t test is used to test the significance difference between men and women science teachers and men and women Arts teachers.

Step 2: Pearson's correlation co-efficient has been used to establish correlation between men and women opinion of teachers towards introducing moral education at primary school level.

Analysis and Interpretation in of Hypothesis

Objective-1

          To identify the opinion among men science and Art teacher and women science and Arts teachers of Gulbarga city null hypothesis is formulated to test the objective of the study and mean, standard deviation techniques used.

Null Hypothesis-1

          There is no significant difference between men and women teachers favour of to test the above hypothesis the data below in the table - 1

Mean Score of Men and Women Teachers

Sl. No.	Dimension	N	Mean	SD
1	Self decision personal affair		71.80	14.13
2	Self decision men arts teacher		17.56	3.50
3	Self decision men science teacher	25	18.40	3.68
4	Self decision women arts teacher		21.88	4.37
5	Self decision women science teacher		22.00	4.40

Interpretation:

          The above table reveals that the role of teachers in taking both self decision here the mean of self decision in personal. (71.8) is higher as compare to that the men Arts teacher decision (17.56). Self decision of men science teachers (18.40) is higher as compare to women Arts teacher decision (21.88) is higher as women teachers is (22). Hence the framed null hypothesis is rejected in favor of alternative hypothesis. Therefore it was concluded that there is opinion among primary school teachers.

          There is no significant difference b/w men and women science teachers in there opinion.

Science Teacher Men and Women

Variables	Mean	SD	Obtained t-value	Level of Significance
Men science teacher	18.40	3.68	3.15	0.05
Women science teacher	22.00	4.40	2.19	0.01

Obtained t-value < table t-value

          The above table reveals that the obtained t value is lessee them the tablet value at the 0.05 level of 1.98 significance. Hence the framed will hypothesis is rejected. Therefore it was concluded that there is no significant difference between men and women science teacher in their opinion.

          Obtained value is 3.15 but table value is 2.63 obtained values are greater than table t-value because null hypothesis rejected.

          There is no significant difference between men and women Arts teachers in their opinion.

Arts Teachers Men and Women

Variables	Mean	SD	Obtained t-value	Level of Significance
Men arts teacher	17.56	3.5	0.25	0.05
Women arts teacher	21.88	19.14	0.28	0.01

Interpretation:

          The above table reveals that the obtained t-value is 0.28 lesser than the significant at 0.05 level of significance. Hence the framed null hypothesis is accepted. There fore it was concluded there is no significant difference between men and women arts teachers in their opinion.

          The above table reveals that the obtained t value is lesser than the significant at 0.01 level of significance. Hence the framed null hypothesis is accepted.

Objective 2

          To identify the correlation between opinion and attitude towards introducing moral education at Primary schools of Gulbarga city. Null hypothesis is formulated to test the objective of the study and Pearson's correlation co-efficient techniques used.

Null Hypothesis - 4

          There is positive correlation b/w opinion and attitude toward men and women teachers introducing moral education at primary school level. Correlation between opinion and attitude of men and women towards moral education.

Variable	Sample	N	Mean	SD	Obtained r-value	Table r-value
Occupation	Men arts & science teachers	50	37.04	3.67	0.93	0.05
	Women arts & science teachers	50	3.924		0.93	0.276

Obtained r-value (table r-value)

Interpretation:

          The above table reveals that obtained r value is 0.93 less than the table r-value, so the opinion and attitude towards introducing Moral educations at primary school level is insignificantly correlated or the 0.05 level of significance. Hence the null hypothesis is accepted. There fore it was concluded that there is a positive correlation b/w opinion and attitude toward introducing moral education.

Null Hypothesis - 5

          There is no positive Correlation between Men and Women Arts opinion and attitude towards introducing moral education at primary level. Correlation between opinion and attitude towards introducing moral education.

Variable	Sample	N	Mean	SD	Obtained r-value	Table r-value
Occupation	Men arts teachers	25	17.56	3.50	1.05	0.05
	Women arts teachers	25	21.88	3.68	1.05	0.276

Interpretation:

          The above table reveals that the obtained r-value is 1.05 than the table r-value is 0.276 so the obtained r-value is less than table so the opinion and attitude towards introducing rll0ral education are in significantly correlated at the 0.05 level of significance. Hence the framed null hypothesis is accepted. There fore it was concluded that there is no positive correlation between opinion and attitude towards moral education.

Null Hypothesis - 6

          There is no positive correlation b/w opinion and attitude towards introducing moral education of men and women science teachers. Correlation between opinion and attitude towards introducing moral education of men and women science teachers.

Variable	Sample	N	Mean	SD	Obtained r-value	Table r-value
Occupation	Men science teachers	25	19.48	3.68	0.93	0.276	0.05
	Women science teachers	25	22.00	4.40	0.276	0.276	0.01

The above table reveals

          That the obtained r-value is 0.93 less than the table r-value 0.05 level 0.276 and 0.01 level so the opinion and attitude towards introducing moral education is insignificantly correlated at the 0.05 level of significance. Hence the framed null hypothesis is accepted. There fore it was concluded that there is no positive correlation between opinion and attitude towards introducing moral education.

Chapter-5

SUMMARY AND CONCLUSION

Introduction:

          In the previous chapter the analysis and interpretation of data has been presented in this chapter the researcher attempts to present in a nutshell a summary of the entire study. It also seeks to present the limitation of the study dimension about result probable areas of research and a few educational implications based on the study.

5.1 Statement of the Problem:

          “A study on the opinion of Teachers towards introducing moral education at primary level”

5.2 Objectives of the Study:

1. To study the need of imparting moral education for character and personality development.
2. To study the difference of opinion between Men teachers and Women teachers for introducing moral education in primary school.

5.3 Importance of the Study:

          The present study is having more importance due to the following aspects.

1. Moral education should be in integral part of education.
2. Moral education provides mental peace.
3. It is quite feasible to integrate moral education.

5.4 Limitation of the study:

1. The investigator survey only Gulbarga City.
2. The investigator use the sample size is small.
3. The investigator study the present study only consists of the primary level school, not higher education.

5.5 Review of Related Literature:

          The investigator use the studies made in different aspects of opinion of teachers towards introducing moral education. Researcher work done in abroad that is studies and Indian research works are studied thoroughly.

5.6 Operational Terms:

a) Key Terms

Primary Education

          Primary school is period of intense physical change and formation of identity. While the highest priority has to be given to the expansion of elementary education promotion of adult education it is equally important to improve secondary education primary education from 6 to 14 years age group, 14 to 17 years age come into secondary education.

Teachers:

          Teachers is a pivot of the educational system. The teacher is the custodian of our further. Mrs. Indra Gandhi said “The national well being depend on teacher will being”.

a. Moral Education:

          Moral education and ·humanistic education should be integral part of the individual morality may be described as a system of personality traits. Which are in harmony with the inner nature an individual and which are in accordance with the values approved by the society.

b. Variables:

          Variables of the present study are classified as follows

Independent variable I

          Moral education is independent variable.

Dependent variable II

          primary school teachers are dependent variable.

c. Tools used for Data Collection

          Questionnaire technique is generally considered to be the best from of descriptive survey investigation. Ban Davis and Johnson define questionnaire as a systematic complication of population for which information is desired.

d. Sampling Procedure:

          Data is collected using the stratified random sampling technique by selecting 100 teachers divided into men science and Arts teachers and Women science and Arts teacher at primary level school.

e. Procedure for the Data Collection:

          The researcher personally visited the schools of Gulbarga city in order to administer the questionnaire to men Arts and science and women Arts and Science teachers. In this wary the data for the present study was collected by researcher investigator.

f. Statistical technique used for the Analysis of Data:

          In the view of objectives of the present study and in order to test the Null hypothesis setup. Mean, standard deviation, correlation co-efficient and significance test for testing significance is used.

g. Research Hypothesis:

1. There is no significance difference between men and women teachers favour of moral education.
2. There may be no significance difference in the personality development of the child due to the moral education.
3. There is no significance change from in behaviour now and then from the moral education.

h. Result and Discussion:

          During recent time we are observing indiscipline in the look of ideals and the weakening of social and moral grave concern in many countries of the world including India. In India we find students taking leading part in most of the violent agitation even for smaller things.

          They are being caned teargas and even fired upon the authorities frequently close down the scholar not only to prevent further violence but also sometime to teach a lesson and the students they taught to be punish them severely and rusticate them. But what is the result. More number of students gets violent. So in order to over come all these problems, more education is essential nowadays. Without moral education it will be highly difficult for the students to be good member of the society and good citizen-of the country.  Hence the investigator is interested to study the attitudes towards introducing moral education at primary level.

          The investigator has considered score ranking from 4.5 to 5 as "Strongly agree", 3.5 to 4.5 as "agree" and the score between 2.5 to 3.5 as "no opinion between the range 1.5 to 2.5 as "disagree" and the score between 0.5 to 1.5 as strongly disagree.

Educational Implication:

          The purpose of the present investigation is study on the opinion of teachers towards introducing Moral Education at primary level. It is feet that nowadays students are not observing good values and lacking them. Good values are necessary to train up a child in good part in society without these values a man can not be called a fitting person in the society man is the social animal.

          In order to adjust with the society, he has to follow and maintain certain values. One student should be trained in good values they are future leaders of the nation. Nowadays students are not in a position to know what is good, and what is bad, what is justice and what is injustice.

          Here we want to know one fact that is responsible person to give instruction about good values. After a careful study of the problem the investigator makes the following values.

          School is the main agency to impart moral education parents are also suited to give instruction about moral education. But they are always busy with their official work. So it is not possible to give moral education to their children. Teachers are best suited to give instruction about moral education. because the study spend their most of the time in school. So it is very easy to give instruction about moral education for the teachers.

Findings:

          The chief summary of the present investigation is given in the following lines. The opinions of the teachers are expressed here. The sample of the teachers as a whole is quite positive towards importing of moral education among students in primary schools as indicated by the over all item, mean scores in the questionnaire 905 of the sample was good enough to give their valuable opinion towards imparting of moral education.

          In the first area "need and importance of moral education", the sample of the teachers as whole agreed with the hypothesis of the investigator significantly.

          The teachers are of the opinion that moral education is the proper channel to escape from difficulties and wrong attitudes and moral education helps, the students to guide, their uneducated friends and society in right lines, it creates harmonious relation ship between teachers and students ad it creates balanced and social environment among the students.

          It prepares the students for future responsibility parent hood. All the teachers agreed significantly with most of the items in the second area importing of moral education.

          The teachers are of the opinion that moral education should be taught along with the other subject though it needs to need to be subject for the purpose of examination. The teachers are of the opinion that specially trained teachers should impart moral education and they are of the opinion that parents are not suitable to give moral education to their children, because they are busy with their official and personnel affairs and most of the time is being spent by students in the school. So parents have no opportunity to give education to their children. Teachers are best studied to give instruction about moral education.

          At is understood that home is less responsible in developing moral and spiritual values among the children. When we compare with the school, school is the main agency for giving instruction about moral education.

          The influence of teachers is effective as for as moral and spiritual values are concerned whether it is materialistic attitude or spiritual attitude it depends upon the type of education received in schools. If any materialistic attitude is developed it is due to the impact of teachers. Hence teachers have agreed that they are not root cause for children materials attitude.

          In the third area the teachers significantly agreed all the items which are included in the third area. All the items are more useful then other which are included in the first and second areas.

          The teachers are of the opinion that moral education develops Sincerity, justice, humanity, patience, kindness open mindedness and broad hearted values among the students. It avoids indulging in malpractice. And it controls the misbehaviour of the students.

          For imparting the moral education in schools, it is not necessary that there must be a separate who teaches morality. But all the textbook must consists the morality thoughts. Moral education need not be a compulsory subject but school provide books that not be a compulsory subject but school should provide books that contain morality. From introduction stage, that is from pre-prim be inculcated in students by telling stories, or in the form of poems of giving respect to elders in coeducation, teachers can easily develop moral values.

          It is not necessary that paying individual attention to develop moral values, moral education should be available to every school to deal with the problems of the students. In school conduct programmes of all the religion, national festivals and the speech are to be given in school campus to develop moral education.

          In conclusion, we can infer that the teachers sum to possess more positive attitude towards imparting of moral education among the students in primary school.

Suggestions for further study:

• A study of moral value oriented thoughts of Mahatma Gandhi can be conducted.
• A study of moral values in the textbooks of 10^th standard can be conducted.
• The impact of moral values on the academic achievement of primary school children can be conducted.
• Attitude of parents and students about moral value education can be conducted.
• A study of value oriented thoughts in Kannada text books of primary school can be conducted.
• A study of value and moral judgment of student studying in primary schools can be conducted.
• A study of moral values of high school pupils in relation on their attitude, age and sex can be conducted.

CONCLUSION

          The whole sample, both men and women teachers are quite in favour of introducing of moral education in primary school. Teacher accept that moral education is the proper channel for the student to escape from the difficulties like injustice, immorality and indiscipline, etc.

          The sample as a whole believes that well trained and disciplined teacher is a must to impart knowledge about moral education. The sample as a~ whole is expressed that moral education can help the youth to guide their uneducated friends and society in right lines. Moral education as the whole sample believes can avoid pupils from malpractice.

          Teachers are of the opinion that moral education creates harmonious relationship between teachers and students. The whole sample expressed the opinion that moral education develops open mind, broad heart views among the students. The sample as a whole is believing that moral education with develop sincerity, justice, humanity and discipline etc. The whole sample believes that moral education creates balanced and social environment among students. The whole sample expressed the opinion that moral education helps the students to overcome emotional disturbances and avoids unhealthy attitudes.

Chapter-6

RESULTS AND DISCUSSION

          The present study reveals that there is opinion towards introducing moral education at primary school.

          Men science teacher who score on opinion scale are the one who have higher levels of opinion than the arts teacher. Hence they are contributing to the opinion in their own way by taking self division this shows that there is significant opinion among men and women teachers.

          In the present study researcher has two groups men and women. The total number teacher is 100. The 100 teachers are divided into 2 parts one men and another women. The 50%i men and 50% women is two courses available one is Arts and another is Science. The Arts teachers are 25% and Science teachers are 25%. So this may be the reason for there is no significant difference between men and women teachers in their opinion.

          In the present study the researcher chosen the 4 schools each school selected the 25 teacher 13 women teachers and 12 men teachers. In 13 women teachers 6 Arts teachers and 4 science teachers in 12 men teachers 6 men Arts teacher and 6 men science teacher.

          A random sample of 100 teachers of different areas and different department are taken. The study was limited to the primary school teachers belonging to Gulbarga city.

          The primary questionnaire was prepared for finalization. Then a questionnaire with 25 items was constructed with five point scale and administered to teachers to collect data from them. The collected data was statistically analyzed then percentage and analyzed.

          The investigator has considered a score ranking from 4.5 to 5 as "Strongly agree" 3.5 to 4.5 as "agree" and the score between 2.5 to 3.5 "no opinion" between the rang 1.5 to 2.5 as disagree and the score between 0.5 to 1.5 as "strong disagree".

          Item wise mean value 3.5 and more are considered to be agreed statement and items whose means is.betweenJ.5 to 0.5 item are considered to be disagreed statements and ranging 2.5 to 3.5 are indecisive statement under five point scale. The same procedure is also applied to the area.

          The way the mean scores computed for all item is shown in the table 5 to 21.

Method of Scoring for Positive Statements Table - 7

Mean - Score

Response	Scoring Weight	Frequency	Weight
Strongly Agree (SA)	5	65	315
Agree (A)	4	31	124
No Opinion (?)	A	00	00
Disagree (D)	2	01	02
Strongly Disagree (SD)	1	03	03
Total		100	455

          Mean of the First Item =

          In mean of the first item is 4.5 where as the means above denotes agreements with the statements and hence the first item is favour able to the introduction of the moral education.

          Method of scoring for negative statements example moral education creates the misconception about love and lust showing the calculation score for item 2 in the questionnaire.

Table - 8

Response	Scoring Weight	Frequency	Weight
Strongly Agree (SA)	1	48	48
Agree (A)	2	49	98
No Opinion (?)	3	00	00
Disagree (D)	4	03	12
Strongly Disagree (SD)	5	00	00
Total		100	208

          Mean of the First Item =

          The mean of the 2^nd item is 2.08 which is above 35 mean above 3.5 show agreement with the statement she above two methods of scoring are constantly adopted and interpretation are done according.

Table – 8

Showing the Mean values for the item for the questionnaire

Item No.	Mean Value
1	4.80
2	4.30
3	2.40
4	4.50
5	4.50
6	4.30
7	4.40
8	4.50
9	4.40
10	4.10
11	4.30
12	4.40
13	4.50
14	4.10
15	4.20
16	4.50
17	3.10
18	3.90
19	4.30
20	4.40
21	4.40
22	11.30
23	2.70
24	4.30
25	4.30

A Study on the Opinion of Teachers towards Introducing Moral Education at Primary School Level

		SA	AA	SD	DA
1.	Moral education is necessary at high school level
2.	Moral education gives wrong nations about love and affection
3.	Moral education bring negative affection on disinterest in marriage and suspicious other.
4.	Moral education encourages immoral behavior
5.	Moral education certainly help to children in making there parents in future.
6.	Moral education gives positive answer to the student who Have failure.
7.	Moral education provide mental peace.
8.	Moral education inspires children in giving help to their uneducated Friends and to the society at large.
9.	Moral education lays the foundation for Harmonious relation between teacher taught.
10.	Moral education paves ways for right attitude and soil environment among the children.
11.	Moral education helps to overcome their problem and difficulties.
12.	Moral education may spoil the opinion of students about life.
13.	Moral education certainly helps the students in shaping their personality.

		SA	AA	SD	DA
14.	Moral education helps in overcoming educational imbalances disturbance.
15.	Moral education some time develop un healthy attitude among the student.
16.	Moral education be part of examination.
17.	For importing moral education encourage to play talent among the children.
18.	For importing moral education special trained teachers are to be appointed.
19.	It is better to encourages frequent discussion and lectures on moral education.
20.	It is necessary to create healthy atmosphere for imparting moral education at the primary level
21.	The teachers are expected to the idle guides regarding moral education.
22.	It is quite feasible to integrate moral education.
23.	Moral education should not occupy centre stage in school cortication.
24.	Books on moral education should the available in school libraries
25.	Moral education should be on integral part of education.

REFERENCE

1. Ram Chandra Sharma - Moral and value Education. Book Enclave New Delhi, 2003.
2. G.K.Sharma - Moral Education, Abhishek Publication 2003.
3. R.K.Patro, B.C.Mishra - Value profiles of School Students, Publishing house, New Delhi, 2003.
4. M.G.Chitkara - Education and Human Value, A.P.H Publishing Corporation, New Delhi, 2003.
5. Acharya Phool Singh, Philosphy Religion and Vedic,  Education Subtime Publication, Jaipur, 2002.
6. K.L.Gandhi, Value Education (A Study of Public Opinion) Gyan Publication House, New Delhi, 1993.
7. N.Venkatesh, Value Education, A.P.H Publication Corporation, New Delhi, 1998.
8. Mamta Rajawat, Education in the New Millennium, Vol.II, Anmol Publication Pvt. Ltd., New Delhi, 2003.
9. D.O.Agarwal, History and Development of Secondary Education in India, Vol. III, Sarup and Sons, New Delhi, 2003.
10. R.S.Reddy, Encyclopedia Dictionary of Education, Rajat Publication, New Delhi, 2004.
11. Raths L.Harmin M & Simons.S.B, Value and teaching (Working with values in the classroom).
12. Hunt M.P., & Metcay L.E, Teaching high school social studies.
13. G.N.Kaul, Values and Education in Independent India.
14. J.C.Agarwal, Theory and principles of education, Vikas publication House Pvt. Ltd., New Delhi, 2003.
15. Dr.Jyoti Prasad Jain, Religion and culture of the Jains Bharatiya Jnanpith, New Delhi, 1999.
16. Hiriyanna.M, Outlines of Indian philosophy.
17. K.K.Bhatianand, C.H.Narang, Philosophical and sociological foundations of Education.
18. Durkheim - Moral Education.
19. Grupta B.D - Educational India moral.
20. Kay - Education, 1975.
21. Ammon, P. & Hutcheson, B. (1989). Promoting the development of teachers pedagogical conceptions. The Genetic Epistemologist 11; 23­29.
22. Ammon, P. & Levin, B. (1993). Expertise in teaching from a developmental perspective: The developmental teacher education program at Berkeley Learning and individual Differences, 5, 319-326.
23. Arbuthnot, J. (1984). Moral reasoning development programs in prison:  Cognitive developmental and critical reasoning approaches. Journal of  Moral Education, 13, 112-123.
24. Armon, C. (1984). Ideals of the good life: A longitudinal/cross sectional study of evaluative reasoning in children and adults; Unpublished doctoral dissertation, Harvard University.
25. Armon, C. (1993). Adult moral reasoning and experience. Unpublished  manuscript.
26. Aronfreed, J. (1968). Conduct and Conscience. New York: Academic Press. Aronfreed, J. (1976). Moral development from the standpoint of a general developmental theory. In T. Lickona (Ed.), Moral development and behavior: The research and social issues.New York: Holt Rinehart, and Winston.
27. Bandura, A. (1991). Social cognitive theory of moral thought and  action. In W. Kurtines and J. Gewirtz (Eds.) Handbook of moral  behavior and development, Volume 1: Theory. Hillsdale, New Jersey:  Lawrence Earlbaum.
28. Bebbeau, M. (1993). From judgment to action: Visions for moral  education. A presentation at the meeting of the Association for Moral  Education, November 12, Tallahassee, Florida.
29. BenningaJ. (1988). An emerging synthesis in moral education. Phi  8eta Kqppan, 415-418.
30. Benninga, J.(Ed.) (1991). Moral character and civic education in the elemental school. New York: Teachers College Press.

REPORTS AND COMMISSION

• The University Education Commission, 1948.

• Kothari Education Commission, 1964-66.

• Prakash Committee, 1959-60.

• The Education India, April 1970, Vol.6.