Comparative influences of parents, teachers and migrant workers on students' moral values in three Fe Y Alegria schools in Peru

Date of Publication

2002

Document Type

Dissertation

Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Leadership

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Flordeliza C. Reyes

Abstract/Summary

The study seeks to compare the influences of parents, teachers, and migrant workers on the moral values of high school students in three Fe y Alegria Schools in Peru. Two of these are the Fe y Alegria 16 and Fe y Alegria 30 which are located in the portland and where the participant graduating working students are closely associated with migrant workers. The third is F y Alegria 19, situated in the upland and which is not a converging place for migrant workers, unlike the communities in the portland.The study covered the first and fifth year students of the participant schools and their respective parents and teachers during the school year 2001. The study also included migrant co-workers with whom the fifth year working students closely associate with.Data were gathered through questionnaires and interviews. Parents and teachers validate the responses on the self-report of their children.This is a descriptive-comparative-correlational study, which made use of a cross-sectional survey to assess the moral values of students, teachers, parents and migrant workers and determines the extent to which the values of the students were influenced by their teachers, parents and migrant workers. Correlational and regression analysis were employed to determine the proportions in the variance of the students' moral values that may be attributed to those of parents, teachers, and migrant workers.The study revealed the following significant findings:

Across the three participant schools, the students were all at the prizing level of valuing across the nine values: love of God, respect for the dignity of man, love of truth, love of peace, respect for property, family solidarity, respect for life, freedom and justice, and work. The only exceptions were for the values: love of truth and love of peace for Fe y Alegria 16 respect for property for Fe y Alegria 19 and love of God for Fe y Alegria 30 where the fifth-year students were only at the choosing level.The teachers as well as the parents across the three participant schools were generally at the prizing level of valuing.Across the two schools in the portland, the migrant workers whom graduating students associate with were at the prizing level across the nine values.In general, length of exposure to the participant schools, particularly to the teachers did not make a difference in the levels of valuing of the fifth-year students.Across the schools, the students' levels of valuing were significantly correlated with those of their parents for the values: love of God, respect for the dignity of man, respect for property, family solidarity, respect for life, freedom and justice, and work. Congruency in their values implies value transmission. The levels of valuing of the students do not vary with the civil status of their parents (legally or not).Exposure of the graduating working students to the migrant workers made a difference in their levels of valuing for two values: love of God and family solidarity.In sum, the parents had the greatest influence on the moral values of their children followed by both teachers and the migrant workers, the last, with respect only to the working, fifth-year students.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03170

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

241 leaves, 28 cm.

Keywords

Values; High school students--Conduct of life; Parental influences; Influence (Psychology); Conformity

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