A Thematic Analysis of Barriers to Institutionalizing Ethical Values in Formal Education
Keywords:
Ethical values, formal education, institutional barriers, qualitative analysis, IranAbstract
This study aims to identify and analyze the barriers to institutionalizing ethical values in Iran's formal education system. A qualitative study was conducted using conventional content analysis. Data were collected through semi-structured interviews with 22 teachers, principals, and educational experts in Tehran. Participants were selected purposefully, and interviews continued until theoretical saturation was achieved. Data analysis was performed using NVivo software. Four main categories emerged as barriers to institutionalizing ethical values: (1) structural and institutional weaknesses, (2) inefficiencies in educational content, (3) challenges related to teachers and educational staff, and (4) cultural and social obstacles. Each category encompassed subcategories derived from interview analyses. For instance, in the structural domain, lack of integrated policymaking and managerial instability were significant barriers. Regarding content, ethical concepts lacked coherence and were often abstract. In terms of teachers' roles, insufficient professional training and inconsistencies between teachers' behaviors and ethical messages were primary challenges. Culturally and socially, the promotion of counter-values in media and the rise of individualism were notable issues. Institutionalizing ethical values in formal education requires attention to structural, content-related, human, and cultural dimensions. Neglecting these complexities may lead to unsuccessful efforts in this domain.
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