Abstract:
Research has shown much concern about blending academic training with character
development, as antidote to students’ vices in higher institutions. Developmental
theories revealed that spirituality and moral development are relevant concepts in
framing character development in higher education. However, little has been done in
Ghana to probe into student’s levels of spirituality and moral development as constructs
of character development. The purpose of the study was to explore the levels of
university students’ spirituality and moral development as they influence character
development and to create the awareness for educators to attend to the affective
developmental needs and growth of students. The design was sequential explanatory
mixed method using a questionnaire and an interview guide. Two published
instruments, DIT-2 and SIBS-R, combined as one questionnaire with two parts to
survey students (n=441) for quantitative data on spirituality and moral development
respectively. Findings were presented in descriptive statistics, various statistical tests
(t-tests and ANOVA) for differences among groups, and a correlation coefficient to
establish relationship between the variables, spirituality and moral development. Focus
group interviews (n=50) were conducted, transcribed and coded, and later integrated
with the quantitative data to draw conclusions. Most of the students’ levels of
spirituality were moderate or high (M=78.78, SD=9.52). Levels of moral development
were higher at the maintaining norms stage (M=35.38, SD=13.52), with N2 score
within the range of 20s. Both phases of the study showed students’ interest to enhance
their spirituality and moral development. Hence, the desire of the majority of students
for inclusion of character education in their training. Recommendations were for
policy, practice and future research for higher institutional leadership to address
students’ spirituality and morality needs and growth.
Description:
A thesis in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Doctor of Philosophy
(Educational Leadership)
in the University of Education, Winneba
JUNE, 2018
