Exploring the role of hidden curriculum on student character building in selected government aided secondary schools in Kayunga District in Uganda

Abstract

The study explored the role of hidden curriculum on student character building in selected government aided secondary schools in Kayunga District in Uganda, it was based on three specific objectives namely; to explore the role of teacher-student interactions; school culture; and peer relationships on student character building in the selected secondary schools in Kayunga District. The study used a phenomenological design, with a qualitative approach. The key participants were students, teachers and headteachers whose sample size depended on saturation of findings. These participants (students and teachers) were sampled using simple random sampling and finally, headteachers were purposively selected. Data were collected using interview, observation check list and focus group discussion guide. The collected data were thematically analyzed, and the results revealed that teacher-student interactions played an important role in student character building. On the second objective, it was concluded that school culture and environment play a positive role on students’ character building. It was therefore, concluded that while formal curricula in Ugandan secondary education emphasize academic achievement, the hidden curriculum plays a crucial role in shaping students' character traits. Recognizing and harnessing this aspect can foster more comprehensive character building, aligning with national educational goals and societal expectations. A conclusion was also drawn that a supportive peer network not only promotes academic engagement, but also mitigates negative behaviors such as bullying and social isolation. Peer-relationships could result into effective character building of students. Finally, it is worth noting that the physical, social, and academic environment as well as good school support systems play a crucial role in building a positive state of character building in learners which is always manifested in form of demonstration of moral values and ethics, development of social skills, resilience and perseverance, self-discipline and self-regulation and emotional intelligence among students.