Understanding Of Students' Social Care Values Through The School Committee And Teachers At State Elementary School 2 Ngestiboga I

Abstract

This qualitative descriptive study aims to explore the process of instilling social care values and to identify the manifestations of such values among lower-grade students at State Elementary School 2, Ngestiboga I. In response to the growing concern over the decline in social awareness among students, the research emphasizes the crucial role of schools particularly teachers and school committees in shaping students’ character. Data were collected through observation and interviews with principals, teachers, and students. The results show that the inculcation of social care values is carried out through three main approaches: (1) integration into self-development programs, including routine activities, spontaneous interventions, teacher modeling, and environmental conditioning; (2) integration into learning by embedding social care values in lesson plans and classroom interactions; and (3) integration into school culture through daily practices and institutional habits. Observable student behaviors that reflect social care values include sharing food, expressing gratitude, maintaining classroom cleanliness, lending school supplies, and participating in charitable activities such as donating for natural disaster victims. The findings highlight the significance of continuous collaboration between educators and stakeholders in nurturing caring, socially responsible individuals from an early age.