Abstract This research explores the moral agency of teachers within the framework of Saudi Arabia’s education reform. The inclination toward Global Education Reform Movement elements, such as decentralization and preparing students for global competitiveness, necessitates investment in human capital for future competition and challenges. Ethnographic methods were utilized in this study. The study sample was a group of nine teachers from Saudi elementary and middle schools who specialize in family and everyday life skills. They participated in in-depth interviews during one academic semester. The findings of this research highlight that teachers’ moral agency in this setting has three main focus areas: (1) the importance of leading students toward moral integrity; (2) the importance of commitment to teaching family and everyday life skills; and (3) the importance of knowledge in teaching family and everyday life skills. The evidence illustrates that teachers’ moral agency is significantly influenced by their interaction with students, thus granting them a say in defining educational priorities.
Mashael Alharbi (Thu,) studied this question.