Classroom Teachers' Approaches to Values Education: Exploring Explicit and Implicit Strategies for Teaching and Modeling Values

Abstract This study explores the approaches Nigerian secondary school teachers in Anambra State use to teach values through explicit and implicit methods. Recognizing the need to understand how values are effectively communicated in the classroom, this research delves into the dual strategies employed by educators and their impacts on student moral development. The research used a qualitative interview study approach, which included semi-structured interviews with ten experienced secondary school teachers and a document analysis of teaching resources. This method allows one to investigate the explicit instruction and implicit modeling strategies applied in values education in depth. Findings reveal that teachers teach values using explicit methods, such as direct instruction and structured discussions, alongside implicit strategies, including behavioral modeling and manipulating the classroom environment. These approaches are strategically used to instill core values such as honesty, respect, and responsibility among students. The study highlights the effective integration of explicit and implicit methods in fostering an environment conducive to moral and ethical development. However, it also identifies challenges, such as the potential rigidity of explicit methods and the inconsistency of values transmitted through implicit means. The research underscores the need for teacher training that balances direct teaching with the subtleties of modeling behavior. Recommendations include developing policies that support a comprehensive values education framework and enhancing teacher awareness of the hidden curriculum's impact. This study contributes to the broader discourse on improving values education in Nigerian schools by advocating for a holistic approach that merges structured teachings with behavioral examples.