Teachers' Level of Moral Reasoning and Their Understanding of Classroom Rules and Roles

This study examined the relation between 8 teachers' levels of moral development and their understanding of rules and teacher/student roles in their classrooms. Interviews and discussions of classroom videotapes with teachers showed that 4 teachers who had relatively high scores (above 33) on the Defining Issues Test of moral development shared similar understandings that contrasted with those of 4 teachers with relatively low scores (below 23). In particular, teachers with high development had a more democratic view of teacher and student roles and saw rules as protecting individual students' as well as the group's rights. Questions for further research and implications for teacher education are discussed.