Shamas Suleman Arshad, Sher Zaman
One of the expectations of society from schooling is to develop students’ prosocial behaviors having roots in their knowledge, beliefs and social attitudes. But the assessment procedures related to students’ social dispositions and attitudes are generally missing, therefore probably least addressed in the instructional system. For the purpose a systematic investigation was conducted as whether current schooling meaningfully develops students’ social attitudes, a prerequisite for the desired prosocial behaviors. Hence, the study explored the impact of schooling empirically, on the social attitudes during schooling from elementary to secondary levels. A sample from 16 schools of 480 students was taken, for which a ‘social attitude scale’, having four subscales, i.e., a) concern for others’ welfare, b) respect for laws, c) respect for others’ property and d) sensitivity to social issues, was developed to collect data. Analysis results of the collected data, revealed that the overall impact of different levels of schooling for upward positive increase in students’ social attitude was negligible, although elementary schooling contributed more as compared to secondary level. Similarly public sector schooling across three stages had more impact on students’ social attitudes as compared to the private sector schools.