The role of teachers in sustaining moral and character development of learners in the classroom in secondary schools

Abstract

The main focus of this paper is based on the role of the teacher in sustaining moral and character development of learners in the classroom.  However, teaching act is perceived as a continuously dynamic, reflective and complex decision-making process which involves ethical aspects.  The method involved a quantitative with questionnaires distributed to (N=13) schools.  A sample of (N=740) grade 8 and 11 learners (N=30) per grade was randomly selected.  All teachers in the (N=13) schools participated in completing the questionnaires.  We analysed data from socio-cultural perspective on learning focusing on the teachers’ role to sustain moral and character development of learners in classrooms.  Several strengths that teachers can apply to foster the development of cognitive, social, moral, character and participation of learners in whole class activity.  In spite of this, the results showed that for this, there is continue to be a significant lack of dynamism and inflexibility on the part of teachers.  However, teacher engagement was encouraged by learning classrooms that were comfortable, open, flexible, keen and appealing.