Abstract
Purpose. The purpose of this study was to describe the level of implementation of the 11 principles of character education at the middle schools in Los Angeles County, California, and to determine the significance of the relationship between that perceived level of implementation and implementation theory, duration of implementation, and the level of training of the site principal. Quantitative data were collected from 81 site administrators from middle schools in Los Angeles County. Methodology. Chi-square analysis was conducted to determine the relationship between the perceived level of implementation of the 11 principles of character education and implementation theory, duration of implementation, and the level of training of the principal. Measures of central tendency were used to evaluate the ratings of the principals regarding the perception of implementation of the 11 principles. Findings. Key findings included the perception of consistent implementation of character education at the middle school level. The reported ratings indicated a high level of implementation of high academic standards. Reports of strong moral leadership were evident along with the promotion of ethical values. The area of least implementation remained evaluation. Conclusions and recommendations. This study supported the use of the 11 principles of character education as a model for implementation and a standard for evaluation. Further study was recommended in the area of evaluation and the determination of high-quality programs supporting at risk populations.