A Comparative Study of Middle School’s Ethical Climate in Indonesia.
Autor: | Utari, Rahmania, Wijayanti, Wiwik, Abduljabar, Cepi Safruddin, Niron, Maria Dominika, Rahmawati, Tina, Wibowo, Udik Budi |
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Zdroj: | Ethics in Progress; 2024, Vol. 15 Issue 1, p26-54, 29p |
Abstrakt: | This study aims to: (1) describe the level of ethical climate at middle schools, (2) compare the ethical climate at public schools based on teacher-student analysis, public school-private school analysis, and district-level analysis, and (3) explore findings to gain an intensive understanding of issues within the ethical climate realm at middle schools. Using a mixed-method approach, the first stage of the research involved 360 participants (consisting of 288 students and 72 teachers), across four schools in the District of Gamping in the Special Region of Yogyakarta, Indonesia. Proportional stratified random sampling and a modified questionnaire based on Schulte’s instruments were used for collecting data during the quantitative phase. During the qualitative phase, the data were gathered through focused group discussions (FGDs), involving 20 teachers and four school principals. The quantitative result showed that the level of ethical climate at middle schools in the region was high at an average score of 3.285 out of four (82.125%). The study confirmed that the perceptions were significantly different between teachers and students and among the four schools. No discernible disparity in the ethical climate is found between public and private schools. However, by multiple comparison test, it is evident that there are differences in the level of school ethical climate among schools in the District of Gamping. In the qualitative phase, the study emphasizes the complex nature of promoting ethical behavior and student well-being in educational settings, stressing the importance of considering cultural, social, and institutional factors in intervention design. This study highlights several important implications such as promoting intrinsic motivation by minimizing punitive discipline, fostering positive peer and teacher-with-student relationships also policy improvement regarding regional-level exams. [ABSTRACT FROM AUTHOR] |
Databáze: | Complementary Index |
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