First a Moral Educator: Then a Subject Expert: The Role of Teachers’ Ethical Instruction in Classroom Practice
This mixed-methods study examines the proposition that teachers act first as moral educators and then as subject specialists, exploring how moral instruction relates to student moral development and academic outcomes in secondary science classrooms. Guided by objectives to describe teachers’ moral-education practices, assess relationships with student ethical reasoning and academic engagement, and explore teacher professional identity, the study sampled 18 science teachers and 384 students across seven public secondary schools in West Bengal.
