This study investigated the influence of character education on student and staff development in an educational setting. The researcher examined the extent, quality, and influence of character education at Thomasville High School (a pseudonym). The outcomes of the study can be used to support future program planning and improve implementation procedures.
The study used two samples, 107 students in the 10 th , 11 th , and 12 th grades and 20 teachers at Thomasville High School. The students and teachers completed three instruments: a short demographic survey, School as a Caring Community Profile II (SCCP_II) and Character in Action Survey (CiAS). In addition, the teachers completed the Character Education Quality Standards Survey (CEQSS).
The findings of the study indicated that teachers had positive perceptions regarding standard 9, "Effective character education fosters shared moral leadership and long range support of the character education initiative." Seven of the standards indicated some implementation and three standards were moving toward good implementation. Students who reported fewer days absent were more likely to have higher scores for perceptions of support and care by and for parents. Students who were enrolled at the school for four years had more positive perceptions of support and care by and for faculty and staff and perceptions of support and care by and for parents. Students had more positive perceptions regarding prosocial behaviors, and those who missed fewer days of school and had higher grade point averages were more likely to have positive perceptions of this subscale of the CiAS.
Based on the findings of the study, it appears that the school is promoting character education and students are benefiting from the character education program. Further research using a longitudinal research design is needed to determine if students change their behaviors in school after being taught using a curriculum that infuses character education in all of their programs.
