Teachers' Perceptions of Teaching Middle School Students Social Skills Using the Boys Town Well-Managed Schools Model

Abstract

The purpose of this research study was to determine teachers' perception of the effect of a character education program the Boys Town Well-Managed Schools Model. This was a quantitative research study using archived data collected electronically through SurveyMonkey, an online survey tool. This study focused on addressing three research questions. The first was to determine if there was a relationship between teachers' perceptions of builidng support and involvement of the model. Second, was to determine the extent teachers perceived they have the ability to use the model. Lastly, the purpose of the study was to determine if teachers perceived that the model could be used to develop social skills in students. Current literature on character education includes the eleven guiding principles developed by Character Education Partnership (CEP) as a guide on how to develop, implement, and assess the effectiveness of a character education program. The tenth guiding principle defined by the CEP details how engaging familes and communities in the effort to implement character education program will increase the likelihood of impacting students. The character education programs review for the current study were found to positively affect student behavior. Facing History and Ourselves (FHAO), Peacemakers program, and the Responding in Peaceful and Positive Ways (RIPP) program were character education programs that reported positive character development in students. Significant findings from the current study include when teachers perceived high support and involvement from other stakeholders, the Boys Town Well-Managed Schools Model had more of an impact on students' social skill development. Secondly, teachers perceived they were effective in implementing the model to affect the development of students' social skills. Lastly, teachers do perceive that teaching social skills using the Boys Town Well-Managed Schools Model develops students' social skills. School leaders could consider the results of the current study when determining whether to implement a character education program. The Boys Town Well-Managed Schools Model is founded in replacing negative behaviors with a social skill.