Identifying the factors affecting the moral literacy of primary school teachers from the perspective of exemplary teachers in Ardabil

Document Type : Research Paper

Authors

1 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran.

2 Professor, Department of Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran

3 Associate Professor, Department of Educational Sciences, University of Mohaghegh Ardabili , Ardabil, Iran

Abstract

Objective: The aim of this study was to identifying the factors affecting the moral literacy of primary school teachers from the perspective of exemplary teachers in Ardabil.
Methods: The method of this research was qualitative. The statistical population included all sample teachers in Ardabil in the last three years (2019 - 2021). The total number of these teachers was 85. The sampling method was purposive sampling. The number of samples included 27 people from the statistical population who were selected gradually until they reached theoretical saturation. Data were collected through semi-structured interviews. Theme analysis method was used to analyze the text of the interviews.
Result: Findings Based on the findings, the main categories of moral literacy consisted of 16 categories, which represent three categories of causal factors (such as administrative affairs, school status, future perspective, communication, knowledge acquisition, existing norms and moral insight), intervention factors (Job status, organizational structure, management and psychological contracts) and context (age, gender, marital status, education level, religion, number of children, parents' education, spouse's education, service history, field of study, occupation, participation in social gatherings , Exhibitions and educational classes and a place of urban and rural service).
Conclusion: The present results indicate the importance of paying attention to the categories identified as factors affecting the moral literacy of primary school teachers.

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Main Subjects

References

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Journal of School Psychology
Volume 13, Issue 4
January 2025
Pages 75-86

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