Educational Practices and Character Development Among High School Students in Catholic Schools in Northern Samar
DOI:
https://doi.org/10.65339/ijsair.V2.I2.674Keywords:
Catholic Educational Practices, Character Development, Christian Living Curriculum, Environmental Stewardship, Faith Formation, Governance, Quality Assurance, Social ResponsibilityAbstract
This study examined the relationship between Catholic educational practices and the character development of high school students in Catholic schools in Northern Samar during School Year 2025–2026. Anchored on Integral Human Formation, Social Learning Theory, and Moral Development Theory, the study used a descriptive-correlational research design. Data were gathered from 336 high school students from seven Catholic secondary schools using a researcher-made questionnaire based on Catholic school standards and related literature, while interview responses from 17 selected students were used to support the quantitative findings. The data were analyzed using frequency, percentage, mean, weighted mean, ranking, Pearson Product-Moment Correlation Coefficient, and thematic analysis. Findings showed that Catholic educational practices were implemented to a very high extent in terms of Catholic identity and mission, Christian Living Curriculum, prayer and sacramental life, student formation programs, and governance and quality assurance, while social involvement was implemented to a high extent. Students’ character development was generally always observed in faith formation, moral integrity, respect for human dignity, social responsibility, self-discipline, environmental stewardship, and sense of purpose, while leadership and service-oriented citizenship was frequently observed. Selected profile variables were significantly related to some dimensions of character development, while sex showed no significant relationship. Catholic educational practices were also significantly related to several dimensions of students’ character development. The study concludes that sustained Catholic educational practices contribute to the holistic formation of students and recommends strengthening faith-based programs, leadership opportunities, outreach activities, environmental stewardship initiatives, and school-community collaboration. The study supports SDG 4, SDG 11, SDG 13, SDG 16, and SDG 17 by promoting quality education, responsible citizenship, environmental responsibility, institutional formation, and collaborative partnerships. Its sustainability impact lies in strengthening educational, institutional, social, spiritual, community, and environmental sustainability through values-based Catholic education.
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