International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2012, Vol. 8(2) 84-101

The Moral Dimension of Teaching, Affectionate Schools and the Student Drop Out: The Case Study of a Mountainous Community in Pakistan

Zeenat Shah , Sultan Alam, & Sharifullah Baig

pp. 84 - 101   |  Manu. Number: ijpe.2012.055

Published online: June 15, 2012  |   Number of Views: 1  |  Number of Download: 21


Abstract

This study explored the perceptions, perspectives and viewpoints of the  students about the reasons for turning the schools into uninteresting and unaffectionate places for the students eventually leading to the increased drop out ratio. This qualitative study was conducted in four secondary schools, which provide education to the children in four different educational systems of Gilgit- Baltistan, Pakistan. A number of six students from each school and altogether twenty four students were selected as the primary participants of this research. Semi structured interviews were the main tools of data collection. The findings highlighted the ethical, moral and behavioral aspect of teacher‘s personality as the most prominent feature for determining the degree of likeliness and affections of the students with their schools. The  improvement in the ethics and moral aspect of the teacher‘s personality has all the potentials to improve the other aspects of the unattractive school environment.

Keywords: Drop out, moral dimension of teaching, affectionate schools, Pakistan


How to Cite this Article?

APA 6th edition
Shah, Z., Alam, S. & Baig, S. (2012). The Moral Dimension of Teaching, Affectionate Schools and the Student Drop Out: The Case Study of a Mountainous Community in Pakistan . International Journal of Progressive Education, 8(2), 84-101.

Harvard
Shah, Z., Alam, S. and Baig, S. (2012). The Moral Dimension of Teaching, Affectionate Schools and the Student Drop Out: The Case Study of a Mountainous Community in Pakistan . International Journal of Progressive Education, 8(2), pp. 84-101.

Chicago 16th edition
Shah, Zeenat, Sultan Alam and Sharifullah Baig (2012). "The Moral Dimension of Teaching, Affectionate Schools and the Student Drop Out: The Case Study of a Mountainous Community in Pakistan ". International Journal of Progressive Education 8 (2):84-101.

References
  1. Baig, S. & Shafa, M., (2011) The Influence of a Whole School Improvement Program on the Value Orientation of a Head teacher in the Mountainous Region of Gilgit Baltistan, Pakistan Journal of Authentic Leadership in Education 2(1) 1-8 [Google Scholar]
  2. Barr., R., B and Knowles., G., W. (1986) The san Diego City school 1984-85 school leavers and high school diploma program participant attitude study. San Diego city school: Planning research and Evaluation Division [Google Scholar]
  3. Beacham, H.,C.,(1980) Reaching and helping school dropouts and potential school leavers. Tallahassee, FL: Florida A &M University [Google Scholar]
  4. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative Research for Education:An introduction to theory and methods. (3rd ed.). Boston: Allyn and Bacon. [Google Scholar]
  5. Brophy, J. E. (2004) Motivating Students to learn. New Jersey: Lawrence Erlbaum Associates.Inc. [Google Scholar]
  6. Canfield., J and Hansen., M.V.(1993) Chicken soup for the soul. Deerfield Beach,  FL: Health communication, Inc. [Google Scholar]
  7. Carpenter.,  J.,  M.,(2006)  Effective  teaching  methods  for large classes     journal of family & consumer sciences education, vol. 24, no. 2, [Google Scholar]
  8. Child, D. (2004)  Psychology and the Teacher. Landon: Continuum. [Google Scholar]
  9. Christophel., D., M., (1990) The Relationships among Teachers‘ Immediacy Behaviors, Student Motivation and Learning Communication Education, volume 39, [Google Scholar]
  10. Creswell, J. W. (2003). Research design: Qualitative, quantitative, mixed method approaches (2nd ed.). California: Sage publication. [Google Scholar]
  11. Dornyei,  Z.  (1994)  motivation  and  motivating in  the  foreign  language classroom. Modern Language Journal 78(3), 273- 284 [Google Scholar]
  12. Dornyei, Z. (2001) Teaching and Researching Motivation. London:  Pearson Education Limited [Google Scholar]
  13. Good, T.L., and Brophy, J.E. (1994) Looking in Classrooms. New York: Harper Collins [Google Scholar]
  14. Gorham., J and Christophel., D., M.,(1992) Students' Perceptions of Teacher Behaviors As Motivating and Demotivating Factors in College Classes Communication Quarterly, Vol. 40, No. 3, pp. 239-252. [Google Scholar]
  15. Government of Gilgit Baltistan (2007). EMIS 2008-09 Education Department Statistics: Gilgit Government of Gilgit Baltistan [Google Scholar]
  16. Government of Pakistan (2007). National Education Policy 2009: Islamabad Government of Pakistan. [Google Scholar]
  17. Hansen., D., (2001) Teaching as a moral activity. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.,pp.826-857). Washington DC: American Research Association. [Google Scholar]
  18. Harmer, J. (1991) The practice of English Language Teaching (3rd ed.). Harlow:Longman. [Google Scholar]
  19. Liuoliene, A., and Metiuniene, R. (2006) Second language Motivation. Santalka, 14(2) 93-98. [Google Scholar]
  20. Manen.,M. V., (2002) The tact of teaching: The meaning of pedagogical thoughtfulness (3rd ed.), Albany, NY: State University [Google Scholar]
  21. Mclean, A. (2003) The motivated school. Landon Paul Publishing [Google Scholar]
  22. Noddings, N.,(1984) Caring: A feminine approach to ethics and moral education Berkeley: University of California Press [Google Scholar]
  23. Rahman.,F., Jumani, N., B. and Basit,. A. (2010) Motivating and de-motivating  factors among learners International journal of academic research vol. 2. No. 1. [Google Scholar]
  24. Reeve.,J.,  Jang, H.,  Carrell, D., Jeon, S. and Jon Barch., J. (2004) Enhancing Students‘ Engagement by Increasing Teachers‘ Autonomy Support Motivation and Emotion, Vol. 28, No. 2, [Google Scholar]
  25. Renchler., R., (1992) Student Motivation, School Culture, and Academic  Achievement What School Leaders Can Do Eric clearinghouse on  educational management (503) 346-5043. [Google Scholar]
  26. Sherman., S.,(2005) Fostering Responsive Teaching by pre -service teacher Teaching & Learning, Volume 19, Number 3, pp.123-143 [Google Scholar]
  27. Spaulding, C.  L.(1992)  Motivation in the Classroom (1st  ed.). new York:    McGraw- hill. [Google Scholar]
  28. Sweet,D.   A.            (1986)   Extra     curricular             activity  participents       outperform       other students.Washington DC: United states Department of education, OERI Vansteenkiste., M. and  Deci., E., L. (2003) Competitively Contingent Rewards and [Google Scholar]
  29. Intrinsic Motivation: Can Losers Remain Motivated? Motivation and Emotion, Vol. 27, No. 4, [Google Scholar]
  30. Woolfolk, A. (2008) Educational Psychology. New Delhi: Pearson Education Yates, S. J. (2004). Doing social sciences research. London: SAGE Publications. Zimmerman., B.,J., (1990) Self-Regulated learning and Academic Achievement: An Over view Educational Psychologists, 25(1), 3-17 [Google Scholar]