Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.771770
Title: Ethos, personal, social and health education and self-esteem : perceptions of teachers and students in Catholic and common secondary schools
Author: Fogell, Theresa
ISNI:       0000 0004 7659 7827
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Abstract:
This research sets out to explore the perceptions of school Ethos, Personal, Social and Health Education (PSHE) including self-esteem, of teachers and students in Catholic and common secondary schools. These form important aspects of education that are often marginalised but potentially play a vital role in preparing young people for adult life. One aspect of PSHE is self-esteem which makes a significant contribution to personal development. In order to gain an understanding of their perceptions, eight schools, four common and four Catholic schools, were involved in a longitudinal study. A mixed methods approach was adopted in order to increase the credibility and validity of the results. Therefore, I employed interviews, questionnaires and focus group interviews as methods of collecting data. Interviews were undertaken with 32 teachers in phase 1 and in phase 2 in Catholic and common schools. Two thousand, one hundred and forty-six students in two cohorts (Years 7 and 9, Years 9 and 11) completed questionnaires and 16 focus group interviews were undertaken in the first phase of research. One thousand, nine hundred and seventy students completed questionnaires in the second phase and 16 focus group interviews were undertaken. The questionnaires and the interviews with students explored their perceptions of the ethos of their schools, their progress and attainment, the implementation of PSHE, and its impact on their personal development.
Supervisor: Rogers, L. ; Rogers, E. ; Hallam, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.771770  DOI: Not available
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