Volume 07 Issue 06 June 2024
1Gargantilla, Quency T., 2Gerona, Maria Cristine, 3Gula, Nariss T., 4Dennis M. Bautista
DOI : https://doi.org/10.47191/ijsshr/v7-i06-09
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ABSTRACT
Background of the Study Values education is the process by which people give moral values to each other. It can be an activity that can take place in any human organization. During which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behavior for their own and others’ long term well-being, and to reflect on and acquire other values and behavior which they recognize as being more effective for long term well-being of self and others Powney et al. (2013). The process of values education is designed to help students develop positive attitudes and behaviors that promote the common good and contribute to a better society. However, the effective establishment of values education necessitates educators who are proficiently skilled in the principles and methodologies of values education. In secondary schools, teachers who are not specifically trained in values education are often assigned to teach values education classes which can be challenging. These non-values education teachers may lack the necessary knowledge and skills to effectively teach values education, resulting in difficulty engaging students and achieving the desired outcomes of the education. Teaching values education is crucial for instilling positive values and behaviors in students, but it can be challenging for non-values education teachers, especially at the secondary level. Non-values education teachers encounter various challenges when teaching values education. These challenges include: (1) Lack of expertise and training, leading to difficulties in planning and delivering effective lessons; (2) Limited understanding of the subject matter, resulting in reduced confidence and trouble addressing students’ queries; (3) Struggles in adapting content to students’ comprehension levels, especially when teaching secondary values education in elementary; (4) Inadequate support and resources, like textbooks and training programs, hindering effective teaching; and (5) resistance from students and parents who consider the subject irrelevant or intrusive, making it hard for teachers to manage and emphasize its importance.
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