Teachers’ perceptions on enhancement of the 12 values in northern educational institutions

Abstract

        This study aims to: 1) examine teachers’ perceptions towards the importance and opinions on the enhancement of the 12 values; 2) compare teachers’ perceptions on enhancement of the 12 values in northern educational institutions before and after policy adoption; and 3) examine teachers’ perceptions of students’ 12 values. A sample of 984 teachers in northern educational institutions were chosen through multi-stage random sampling. The research instrument was the teacher’s perception and enhancement of the 12 values questionnaire. The Cronbach’s alpha reliability coefficients of the questionnaires was 0.81. Data were analyzed by frequency, percentage, mean, standard deviation, and dependent t-test. According to the research study, it was found that: 1) teachers attached great importance to all 12 values and moderately and strongly agreed with all issue of enhancement of the 12 values; 2) Teachers perceived on enhancement of the 12 values for educational institutions with significantly at .05 higher level, after the policy adoption; and 3) teachers observed that students achieved a high level of practice of the overall values except the fourth value; seeking knowledge and education directly and indirectly, and the tenth value, applying His Majesty the King’s Sufficiency Economy, which were considered a moderate level.