THE ROLE OF CHURCH-SPONSORED SCHOOLS IN THE MORAL EDUCATION OF HIGH SCHOOL STUDENTS IN NAIROBI COUNTY
Date
2023-07-25
Authors
KHAMATI, VALLERIE MUSANGA
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Publisher
PAC University
Abstract
Education is one of the basic human needs and among the key determinants of national development categorized as a human right. Many countries invest heavily in the education sector to nurture talent and to develop human capital. Despite the central role education plays in the development of children, the current moral decay in Kenyan high schools is a major concern for policymakers. Kenya, a country rich in cultural diversity and religious pluralism, has witnessed a steady growth in church-sponsored schools over the years. These schools, often associated with religious organizations, offer a distinct educational environment that incorporates religious teachings and values into the curriculum. By blending academic excellence with spiritual guidance, church-sponsored schools aim to nurture not only the intellectual capabilities of their students but also their moral compass. However, amidst the growing influence of secular education and evolving societal norms, it is imperative to critically assess the effectiveness of church-sponsored high schools in achieving their intended goals of moral education. This study therefore sought to determine the morality outputs of
church sponsored high schools by assessing the effectiveness of moral education approaches implemented by educators in these schools. Specifically, the research focused on three objectives; To examine the extent of the church role in moral education in selected church-sponsored high schools in Nairobi County, to determine the effect of church rules, regulations and group values on moral education in selected church-sponsored high schools in Nairobi County; and to examine the effect of church social trends on moral education in selected church-sponsored high schools in Nairobi County. The study was premised on Kohlberg’s Theory of Moral Development, Thomistic Theory of Moral Development and the Social Learning Theory by Albert Bandura. A descriptive research design was employed with study population drawn from the 43 county high schools, 28 sub-county high schools and 129 private high schools in Nairobi County. Study observations were obtained from the deputy principals and guidance and counselling heads. Findings led to the conclusion that church rules and regulations as well as church group values have positive and significant effects on students’ moral development. The study also concluded that church social trends do not significantly influence the moral education and development of students in the selected institutions. The study recommends that the church plays an active role in the formulation of school rules and guidelines as they play a key role in creating a culture conducive for moral education. The study further calls on the church-sponsored schools in collaboration with the church, to play a bigger role in social critique and to make use of digital channels to reach the high school students who have migrated from traditional sources of information to digital channels. The study recognizes the importance of mentors in students’ moral education and recommends that the schools include provisions for updating teachers on acceptable morals and standards aligned to church group values, church rules and regulations and church social trends.
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