Identifying Teacher Empowerment Indicators for Implementing Sustainable Moral Education
Keywords:
Teacher empowerment, Sustainable moral education, Thematic analysis, Professional competence, Moral beliefsAbstract
The aim of this study was to identify indicators of teacher empowerment for implementing sustainable moral education in Iranian schools. This qualitative study used thematic analysis. Participants included 21 elementary and lower secondary school teachers in Tehran, selected through purposive sampling based on their expertise or experience in moral education. Data were collected through semi-structured interviews until theoretical saturation was achieved. Thematic analysis was conducted using NVivo software, and data credibility was ensured through member checks and parallel coding. The analysis revealed three main themes: "Professional Competencies of Teachers," "Organizational and Institutional Support," and "Teachers' Moral Beliefs and Attitudes." These encompassed 17 subthemes and over 60 open codes. Findings indicated that teacher empowerment for sustainable moral education requires moral knowledge, ethical communication skills, institutional support, intrinsic motivation, and positive attitudes. The study underscores the need for policy and practice frameworks that holistically empower teachers in cognitive, professional, and attitudinal dimensions. Designing professional development programs, revising teacher evaluation systems, and fostering an ethical school culture are essential strategies for enhancing moral education.
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