A Comparative Study of Middle School’s Ethical Climate in Indonesia

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dc.contributor.authorUtari, Rahmania
dc.contributor.authorWijayanti, Wiwik
dc.contributor.authorAbduljabar, Cepi Safruddin
dc.contributor.authorNiron, Maria Dominika
dc.contributor.authorRahmawati, Tina
dc.contributor.authorWibowo, Udik Budi
dc.date.accessioned2024-12-21T15:27:15Z
dc.date.available2024-12-21T15:27:15Z
dc.date.issued2024-07-12
dc.description.abstractThis study aims to: (1) describe the level of ethical climate at middle schools, (2) compare the ethical climate at public schools based on teacher-student analysis, public school-private school analysis and district level analysis, and (3) explore findings to gain an intensive understanding of issues within the ethical climate realm at middle schools. Using a mixed-method approach with both quantitative and qualitative components, the research involved 360 participants across four schools (288 students and 72 teachers). Proportional stratified random sampling and a modified questionnaire based on Schulte’s instruments were used for collecting data during the quantitative phase. During the qualitative phase, the data were gathered through focused group discussions (FGDs), involving 20 teachers and 4 school principals. The results showed that the level of ethical climate at middle schools in the region was high at an average score of 3.285 out of 4 (82.125%). Notably, there were discrepancies between teacher and student perspectives. The study confirmed that the perceptions were significantly different between teachers and students and among the four schools. However, no discernible disparity in the ethical climate was found between public and private schools. In the qualitative phase, the study highlighted the imperative of discouraging negative behaviors, specifically teenage delinquency and bullying. Socioeconomic disparities were barriers to student interaction, prompting the recommendation for schools to intensify character building for consistent positive behavior. The promotion of honesty was particularly emphasized to mitigate cheating and bullying.
dc.identifier.citationUtari, R., Wijayanti, W., Abduljabar, C. S., Niron, M. D., Rahmawati, T., & Wibowo, U. B. (2024). A Comparative Study of Middle School’s Ethical Climate in Indonesia. ETHICS IN PROGRESS, 15(1), 26–54. https://doi.org/10.14746/eip.2024.1.2
dc.identifier.doihttps://doi.org/10.14746/eip.2024.1.2
dc.identifier.issn2084-9257
dc.identifier.urihttps://hdl.handle.net/10593/27977
dc.language.isoen_US
dc.publisherWydział Filozoficzny UAM
dc.rightsAttribution-ShareAlike 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/
dc.subjectschool climate
dc.subjectethical school climate
dc.subjectschool management
dc.subjectorganizational behavior
dc.subjectIndonesian context
dc.titleA Comparative Study of Middle School’s Ethical Climate in Indonesia
dc.typeinfo:eu-repo/semantics/article

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Ethics in Progress, 2024, Volume 15, Issue 1