A Grounded Theory in Studying Factors Affecting Teaching Values

Abstract

The study aimed to reveal the beliefs of secondary school teachers about the factors influencing the teaching of values. The qualitative approach, the grounded theory method, and the intentional sample were used, consisting of secondary school teachers using two tools: a semi-structured interview guide and a free qualitative classroom observation form for participants. The study concluded that: there are factors influencing the process of teaching values ​​in a manner related to the teacher, such as specialization, work experience, motherhood experience, etc., and another factor that linked the teacher and the student, such as motivation, language of discourse, and attracting the student's auditory and visual senses through educational means, and a third factor related to the time context of the study, such as the Corona pandemic.

The recommendations targeted a number of levels for officials in the Ministry of Education in the Kingdom of Saudi Arabia, educational supervisors, and teachers in educational fields, through re-education and focusing training on everything related to the nature of values ​​and teaching practices, and recording the desired values ​​as explicit learning objectives with the inclusion of activities that are compatible with them.