Percepción del profesorado sobre el desarrollo moral docente

This article gathers the perceptions of 143 teachers of Primary Education in Spanish schools about their moral teaching development; 45.5% men and 54.5% women. A systematic random sampling was conducted, providing an assurance of validity and reliability to the instrument.

This work represents a descriptive and explanatory cross-sectional study determining: means, medians and typical deviations ($\overline{\text{X}}$  = 3.549, Md = 3.558 and α = 0.329), showing a distribution close to the normal curve and a moderate agreement in the opinions; inferencial sampling integrated by: mean differences (Student's t-test and ANOVA variance) to identify if there are significant differences between the informants’ opinions, depending on their characteristics or situations.

Results have demonstrated that we must take a moral stance instead of our own personal one, we must counteract the exercise of power as it only involves having dominion over the other person, and we must enable self-management in the classroom in order to develop an autonomous moral which will result in a high level of coherence between judgement and moral action.

No major differences between the informants’ opinions were identified according to gender, age or school culture, which provided clear evidence in the relationship between moral development and teaching in the classroom.