Page 1 of 18

Journal for Studies in Management and Planning

Available at http://internationaljournalofresearch.org/index.php/JSMaP

e-ISSN: 2395-0463

Volume 01 Issue 07

August 2015

Available online: http://internationaljournalofresearch.org/ P a g e | 516

“Using Character Education to Improve the Discipline”.

1Ehsan Qadir Malik ; 2Muhammad Irfan Qadir ; 3Yasir Javed Cheema ; 4Mehr Mohsin Raza

Senior Subject Specialist Govt College for Elementary Teacher Shahpur Sardar (Sargodha)

Department of Communication Studies, University of Sargodha

Department of Social Work, University of Sargodha

Department of Education University of Sargodha

Abstract

Character education is the fastest growing

reform in education today. This movement

is encouraging society to examine the

personal values, social interactions, and

civic responsibilities that our youth struggle

with during their school years. Character

education can be defined in a myriad of

ways and may, in fact, have no concrete

definition. For this study total 80

respondents have been taken from the school

and colleges of shahpur sadar. A well- structured questionnaire was prepared for

data collection. Convenient sampling

techniques have been used for data

collection. The findings also suggested the

need for an increased emphasis on staff

development training in character education

for teachers and administrators. To reduce

discipline problems, schools should include

character education programs in their

curricula. Society can no longer rely on

families to be the only source of character

development in shaping the character of

children. Everyone must contribute to

children’s character development.

Children’s homes also need support from

schools and communities to develop well- rounded, well-adjusted, and self-disciplined

citizens. Table shows that majority 38.8

Percent (31) agree, and 32.5 (26) strongly

agree and 15 disagree, 6 strongly disagree

and only 2 was not at all. Findings shows

that majority 52.5% (42) agrees, and 31.3%

(25) strongly agree and 6% (7.5) disagree

and 6 (7.5) and only 1% (1.3) was not at all.

So research show that majority 52.5% (42)

agree. Table shows that majority 37% (46.3)

agree, and 33.8% (27) Disagree and 12.5

(10) strongly agree and 6 (7.5) and only 1%

(1.3) was not at all. So research show that

majority 46.3% (37) agree. Table shows that

majority 41.3% (33) agree, and 21.3% (17)

Page 2 of 18

Journal for Studies in Management and Planning

Available at http://internationaljournalofresearch.org/index.php/JSMaP

e-ISSN: 2395-0463

Volume 01 Issue 07

August 2015

Available online: http://internationaljournalofresearch.org/ P a g e | 517

strongly agree and 20.0% (16) disagree and

12.5 (10) and only 4% (5.0) was not at all.

So research show that majority 41.3 (33%)

agree. Table shows that majority 36.3% (21)

agree, and 26.3% (21) strongly agree and

20.0% (16) disagree and 8.8 (7) as well as

8.8% (7) was not at all. So research show

that majority 36.3% (21) respondents are

agrees. Table shows that majority 41.3 (33)

agree, and 26.3% (21) disagree and 21.3%

(17) strongly agree and 7.5 (6) not at all and

3.8% (3) was strongly disagree. So research

show that majority 41.3 (33) respondents

are agrees. Table shows that majority 50.0%

(40) agrees, and 25.0% (20) strongly agree

and 15.0% (12) disagree and 3.8% (3) and

only 6.3% (5) was not at all. So research

shows that majority 50.0% (40) respondents

agree.

Introduction

Much of a child and adolescent's day is

spent at school where they learn how to

read, write and do arithmetic. These students

are developing mentally, physically,

socially, and emotionally from teachers,

school counselors, administrators, support

staff and other students. The definition of

character education can be quite

complicated because of the many values it

encompasses. The definition is universal and

the outcomes are distinguished. Pearson &

Nicholson (2000), feel that there are three

interconnected areas that represent good

character: self, others, and the community.

With their own actual self, students can look

at self-discipline, responsibility,

trustworthiness, courage, and self-11

discipline. Character traits such as: honesty,

respect, empathy, kindness, and caring play

into effect with students who have

relationships with classmates, teachers,

friends, and family. As more schools are

able to incorporate character education into

their curriculum, the stronger the data will

be indicating changes or modifications to

newly developed programs to best fit the

changing needs of society. Collaborating

and working on integrating character

education in the schools is a team effort and

further research may indicate what is best

for all students in that school and

community. Sharing future research could

indicate how character traits may be made

part of most academic lessons including

foreign language, music and physical

education. Traits can also be taught through

school assemblies, display boards in the

school, and school.

Page 3 of 18

Journal for Studies in Management and Planning

Available at http://internationaljournalofresearch.org/index.php/JSMaP

e-ISSN: 2395-0463

Volume 01 Issue 07

August 2015

Available online: http://internationaljournalofresearch.org/ P a g e | 518

And community projects. Ultimately,

by linking these programs with the school's

curriculum, children may develop a greater

vision for their communities and the world

as a whole. Further research may document

an awareness of the interconnectedness of

each other and the positive character one can

embody then pass on to others. Future

researchers may want to explore character

education to determine a relationship

between cultures and ethnicity to determine

if the core values are the same for schools in

diverse communities. Socially and

personally, children will continue to develop

their character, 'through their home

environments, communities and schools.

With a more enriched environment the

effective schools will continue to do

research to include character education to

determine the correlation between success

and one's character. The future of the child

in a global society is too important to

disregard the need for the development and

implementation of character education

programs in schools.

Utilizing schools discipline policies,

character education programs, and

encouragement from parents, schools are

beginning to document that they can make a

significant difference in the lives of the

children they teach. Students will then live

the positive character traits they learned

through practice by treating others with

respect and fairness while recognizing they

are becoming responsible, caring,

trustworthy citizens. Character can be little

things such as holding a door open for others

to pass through, helping a friend in need,

and having honesty and integrity. "To

educate a person in mind, and not in morals,

is to educate a menace to society"

(Roosevelt, 2007, as cited in Haynes &

Berkowitz, n.p.). There are several different

ways students can show good character;

whether it is in school, home or in the

community. "Children learn a repertoire of

behaviors that when repeated become habits,

which in turn facilitate the formation of

good character" (Stone, 1997, p. 22).

The Boston University School of

Education (2002) suggests that character

education may not be a major emphasis in

many schools currently, but appears to be an

unavoidable element which schools need to

consider for future inclusion. The societal

changes teens have encountered have

impacted students in areas such as dress,

manners, language, entertainment, music,

sexual habits. Many students seem under the

influence of media bombardment that