Cultivating Ethical Decision-Making: Lived Experiences of Values Education Teachers in Character Development among Junior High School Students at San Alfonso High School, Incorporated

Authors

  • Corinth Micah La Madrid Northeastern College, Santiago City Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i3.150

Keywords:

Values Education, ethical decision-making, character development, phenomenology, moral reasoning, character education, junior high school, ethical leadership

Abstract

Character education has become an essential component of basic education as schools strive to develop learners who are not only academically competent but also morally responsible, socially responsive, and ethically grounded. In the Philippines, Values Education serves as a vital learning area that nurtures learners' moral reasoning, responsible decision-making, civic responsibility, empathy, and positive character formation. However, Values Education teachers face increasing challenges brought about by technological advancements, social media influence, changing family dynamics, peer pressure, and evolving societal values that shape students' ethical perspectives and behaviors. Despite the growing significance of character education, limited qualitative studies have explored how Values Education teachers cultivate ethical decision-making among junior high school learners within the context of private secondary schools. This transcendental phenomenological study explored the lived experiences of Values Education teachers in promoting ethical decision-making and character development among junior high school students at San Alfonso High School, Incorporated, Sabangan, Mountain Province. Guided by Creswell and Poth's qualitative inquiry framework and Moustakas' transcendental phenomenology, the study employed in-depth semi-structured interviews analyzed through Colaizzi's Seven-Step Phenomenological Method. Five essential themes emerged from the participants' narratives: (1) Modeling Ethical Leadership through Authentic Teacher Practices; (2) Cultivating Moral Reasoning through Reflective and Values-Based Instruction; (3) Strengthening Responsible Decision-Making through Learner-Centered Character Education; (4) Overcoming Contemporary Challenges in Teaching Values Education; and (5) Sustaining Character Formation through School, Family, and Community Partnerships. The findings revealed that effective Values Education extends beyond classroom instruction by integrating ethical leadership, reflective learning, authentic relationships, and collaborative partnerships that shape learners' moral development and responsible citizenship. Based on the findings, the study proposes the Ethical Decision-Making and Character Development Framework (EDCDF) to strengthen character education, ethical leadership, and holistic learner development in junior high schools.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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