[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590769-105":59,"doc-detail-590769-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","strategies-for-fostering-character-development-education-by-teachers-in-kenyan-schools","Strategies for fostering character development education by teachers in Kenyan schools","","Character education returned to Kenyan education policy after the banning of corporal punishment, yet uncertainty remains about how it should be implemented and what it means in practice. Prior experiences in Kenya and elsewhere show failed, ineffective approaches, while teachers and educational thinkers use diverse character goals and methods. The paper examines why gaps hinder a shared definition and consensus, exploring teachers’ roles and classroom strategies, and considering implications for curriculum and school practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strategies-for-fostering-character-development-education-by-teachers-in-kenyan-schools/590769/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strategies-for-fostering-character-development-education-by-teachers-in-kenyan-schools/590769.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is character education back on the Kenyan education agenda?","Question",{"text":112,"@type":113},"After corporal punishment was banned, character education returned as a policy priority. 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However, there is much uncertainty on how it should be implemented in schools and there is no one definition of what it means. This is not surprising since there has clearly been a long history of ill-conceived, ineffective and failed efforts at character education in Kenya and elsewhere in the world. The kinds of character goals that teachers and educational thinkers espouse and the teaching methods they use vary enormously. Although character education is seen as part of citizenship education by the government, there is no clear way on how this could be achieved. Even now, questions as to whether the current 8-4-4 educational system serves the purpose of education linger in people’s minds. With the banning of corporal punishment, research has shown that there are currently no viable alternatives offered by the government to the various pedagogical methods used for maintaining discipline and teaching character education in Kenyan schools. Unfortunately, these gaps may well have prevented the emergence of a clear definition and working consensus on character education for schools. This perhaps sets the basis for the development of this paper. The aim of this paper is therefore to explore the role of teachers in character education development. It explores ways in which the teacher can enhance character education in the classroom . The paper utilizes desktop review of literature concerning the character education and how it can be inculcated in the school context. It draws on literature that depicts the implications of teaching content and skills on character education. Further, the paper addresses the implications of these aspects for the school curriculum and draws out some conclusions.\u003Cbr>Keywords: Character education, character development education, moral development. |\n| --- |\n| *Corresponding author. E-mail: [hmalinda45@yahoo.com](hmalinda45@yahoo.com). |\n\nINTRODUCTION  \nEducation plays the role of leadership in the society. The functions of educational institutions are to develop the people physically, mentally, psychologically, socially and spiritually (Karimi, 2015) . The other functions also include improvement and promotion of the economic, social, political and cultural life of the citizen in the nation. Until now the role of schools in Kenya has been simply preparation of learners to progress to tertiary education, which in the minds of most people means strictly a university education.  \nThe role of education is to enable learners in schools to grow spiritually, intellectually, physically and socially. Tobe a responsible member of society, a person must understand the world around him/her and recognize what  \nit needs. In this way, schools education help learners tobe able to discern what is good and evil by imparting knowledge and wisdom which offers the learners the ability to communicate and understand each other despite their social, religious, cultural and intellectual diversities.  \nDespite this, most teachers in Kenya will commonly argue that there is little room in the school curriculum to educate for moral character (Karimi, 2015) . Teachers often argue that moral character is the responsibility of parents together with faith communities and that in Kenya, which is not a religious state; there is no agreed way to teach character education. There also appears tobe a growing culture of indiscipline in schools after  \ncorporal punishment was outlawed in schools (Ogetage, 2012) . With outlawing of corporal punishment in favor of positive-discipline way","cbCaivyRcdDGhQq6","https://ap.wps.com/l/cbCaivyRcdDGhQq6","pdf",111753,11,"English","# Introduction\n## Purpose of the paper\n## Background and policy context\n# Strategies and teacher roles","[{\"question\":\"Why is character education back on the Kenyan education agenda?\",\"answer\":\"After corporal punishment was banned, character education returned as a policy priority. However, implementation approaches and definitions remain unclear.\"},{\"question\":\"What challenges prevent a clear definition and consensus on character education?\",\"answer\":\"Ill-conceived and ineffective attempts, wide variation in goals and teaching methods, and the absence of viable government-supported alternatives have contributed to uncertainty.\"},{\"question\":\"What does the paper focus on regarding teachers’ roles?\",\"answer\":\"It explores how teachers can enhance character education in the classroom and considers how teaching content and skills influence character development.\"}]","Strategies for fostering character development education by teachers in Kenyan schools | PDF",1792070370,28]