A survey of primary school teachers' understanding and implementation of moral education in Trinidad and Tobago

Abstract

Primary school teachers (n=319) from 35 public, private, parochial, co-educational, and single-sex schools in Trinidad and Tobago were questioned about how they teach moral education and their moral educational objectives. Results show that teachers 1) seldom use specific curricula, 2) feel responsible for students' moral education, and 3) choose a "virtues" approach