GUIDELINES FOR PROMOTING MORALITY FOR STUDENTS IN KAILI COLLEGE AFFILIATED HIGH SCHOOL

Abstract

This study had two objectives: (1) to examine the level of morality promotion among students at Kaili College Affiliated High School and (2) to develop contextually appropriate guidelines for strengthening morality promotion in the school. An explanatory mixed-methods design was used. Quantitative data were obtained from 327 students in Grades 7-12 and 116 full-time teachers. The principal instrument was a 20-item questionnaire covering Moral Knowing, Moral Feeling, Moral Action, and the School Moral Education Environment; its overall Cronbach's alpha coefficient was 0.95. Qualitative data were collected through semi-structured interviews with 20 purposively selected key informants comprising six teachers, four administrators, and ten students. Frequencies, percentages, means, and standard deviations were used for the quantitative analysis, while the interview data were examined through content and thematic analysis. The overall level of morality promotion was moderate (M = 3.30, S.D. = 0.78). Moral Knowing was rated high (M = 3.64, S.D. = 0.72), whereas Moral Feeling (M = 3.48, S.D. = 0.75), Moral Action (M = 2.97, S.D. = 0.83), and the School Moral Education Environment (M = 3.12, S.D. = 0.80) were moderate. The difference between moral understanding and moral action was the most important finding. Interviews linked this gap to examination pressure, limited time for experiential activities, uneven teacher preparation, peer influence, and inconsistent coordination across school, family, and community settings. The resulting KFAE Framework integrates four connected areas: contextual moral reasoning, affective moral internalization, reflective moral practice and habit formation, and a whole-school moral ecosystem. The guidelines emphasize curriculum integration, teacher role modelling, service learning, student participation, culturally responsive activities, family-community partnerships, positive discipline, and systematic evaluation. The study concludes that sustainable morality promotion requires students to understand moral principles, internalize them emotionally, practise them in authentic situations, and receive consistent support from the whole school environment.