Christian Religious Education Teachers in Preparation for Teaching on the Affective Domain for Development of Character Education among Learners in Kenya

Abstract

Presently key education stakeholders such as teachers, parents and the ministry of education are thinking seriously about what may be done to improve the morality of learners. There is doubt on whether character education is enhanced. Learners who demonstrate inappropriate behaviors are on the rise. This is evident by learners exhibiting ill-mannered acts such as destruction of property, strikes, religious extremism, teenage pregnancies, substance abuse and lack of respect for those in authority. This is a clear indication that character education is in a crisis. The display of inappropriate behaviors by learners has partially raised doubts to the effectiveness of teachers in enhancing character education in learners. Character education is a vital subject in that when well enhanced then teachers produce holistic individuals who are ready to adapt in the dynamic society. In schools teachers of C.R.E are vested with a duty of imparting values and attitudes in learners in that they handle a subject which has adequate content on morality. During teaching and learning the affective domain comes in as a significant sphere for the development of character education. The affective domain deals with values attitudes, interests, emotions and motivations. It's through enhancement of the affective domain that teachers are able to instill morals in learners. However there's doubt as to whether teachers are prepared for the enhancement of the affective domain. Pressure to produce high end grades has compelled teachers to concentrate on the cognitive domain as the affective domain is ignored hence whenever there's need to enhance the affective domain teachers find themselves unprepared for the task. This has raised doubts on C.R.E teachers' preparation in enhancing the affective domain for the development of morals in learners. The sense is that when teachers are not adequately prepared for teaching on the affective domain then no learning can take place on this sphere hence negatively influencing development of character education in learners. This creates gaps in learners which are experienced when learners demonstrate inappropriate behaviors. Moreover there is a ripple effect in the society experienced through evils such as bribery and corruption, moral decadence drug abuse among others evils. Educators should therefore realize that it's prudent for one to make adequate preparations when it comes to enhancing the affective domain as it's by this effort educators may succeed in producing holistic individuals. It's on this premise that the current study sought to investigate how C.R.E teachers prepare for the enhancement of the affective domain. The study analyzed teacher preparation for the enhancement of the affective domain for development of character education in learners from secondary data. The data was about the affective domain, character education and teacher preparation for teaching on the affective domain. The study recommends that all teachers in educational programs in Kenya to be given inclusive training; this is training which incorporates aspects of preparation on enhancement of the affective domain for development of character education.