Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
Character Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it rem...
| Authors: | ; ; |
|---|---|
| Format: | Article |
| Publication date: | 2025 |
| Country: | España |
| Institution: | Universidad de Málaga |
| Repository: | DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria |
| Language: | English |
| OAI Identifier: | oai:ddfv.ufv.es:10641/6783 |
| Online Access: | https://hdl.handle.net/10641/6783 |
| Access Level: | Open access |
| Keyword: | Character education flourishing schools teachers virtues General Social Sciences Yes yes |
| _version_ | 1878739069046882304 |
|---|---|
| author | Fernández-Espinosa, Verónica |
| author2 | Redondo-Corcobado, Paloma Velázquez Gil, Marta |
| author2_role | author author |
| author_browse | Fernández-Espinosa, Verónica Redondo-Corcobado, Paloma Velázquez Gil, Marta |
| author_facet | Fernández-Espinosa, Verónica Redondo-Corcobado, Paloma Velázquez Gil, Marta |
| author_role | author |
| collection | DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria |
| description | Character Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it remains largely limited to civic education. This study explores Spanish teachers’ perspectives on CE, focusing on its perceived relevance, key virtues, and implementation strategies. A total of 569 teachers were surveyed, with 477 from the Community of Madrid forming a representative sample. Using a mixed-methods approach, data was collected through an online questionnaire combining quantitative and qualitative items. Results show that 75.7% of teachers view CE as essential, citing its positive influence on academic outcomes and school coexistence. However, they also identify structural barriers, particularly a lack of teacher training. A key takeaway is the strong consensus on the need for a holistic approach to CE, one that embeds it into the curriculum and school culture and encourages collaboration with families. This aligns with international research that emphasizes whole-school strategies and shared responsibility in fostering character development. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_ba80cc3c4e0e2d8583dc4d1d4c4b8feb |
| institution | Universidad de Málaga |
| instname_str | Universidad de Málaga |
| language | eng |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:ddfv.ufv.es:10641/6783 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| reponame_str | DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria |
| spelling | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid Fernández-Espinosa, Verónica Redondo-Corcobado, Paloma Velázquez Gil, Marta Character education flourishing schools teachers virtues General Social Sciences Yes yes Character Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it remains largely limited to civic education. This study explores Spanish teachers’ perspectives on CE, focusing on its perceived relevance, key virtues, and implementation strategies. A total of 569 teachers were surveyed, with 477 from the Community of Madrid forming a representative sample. Using a mixed-methods approach, data was collected through an online questionnaire combining quantitative and qualitative items. Results show that 75.7% of teachers view CE as essential, citing its positive influence on academic outcomes and school coexistence. However, they also identify structural barriers, particularly a lack of teacher training. A key takeaway is the strong consensus on the need for a holistic approach to CE, one that embeds it into the curriculum and school culture and encourages collaboration with families. This aligns with international research that emphasizes whole-school strategies and shared responsibility in fostering character development. https://hdl.handle.net/10641/6783 |
| spellingShingle | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid Fernández-Espinosa, Verónica Character education flourishing schools teachers virtues General Social Sciences Yes yes |
| title | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid |
| title_full | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid |
| title_fullStr | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid |
| title_full_unstemmed | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid |
| title_short | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid |
| title_sort | Perspectives and attitudes of teachers on character education in schools in the Community of Madrid |
| topic | Character education flourishing schools teachers virtues General Social Sciences Yes yes |
| topic_facet | Character education flourishing schools teachers virtues General Social Sciences Yes yes |
| url | https://hdl.handle.net/10641/6783 |