School of Education
Doctor of Education (EdD)
Clarence C. Holland, Ed.D.
Primary Subject Area
Moral Self-Concept, Tennessee Self-Concept Scale, Moral Component of Teaching
Elementary and Middle and Secondary Education Administration
Historically, the importance of moral and ethical behavior has helped govern the educational process in the United States. The research shows that students notice and are affected by the moral character of a teacher as it is conveyed by a teacher’s behavior and lifestyle, both in and out of the classroom. This quantitative causal-comparative study, conducted in October and November of 2004, examined the moral self-concept of teachers as measured by the Tennessee Self-Concept Scale: Second Education (TSCS:2). The population consisted of 210 teachers from a metropolitan Atlanta county employed by public and Christian elementary and secondary schools. The investigation explored differences among subgroups of teachers by place of employment (by both public and Christian schools, and by elementary and secondary schools), worship service attendance as reported by each subject, and teaching experience in both Christian and public schools. Among the various subgroups, statistically significant differences were found at the p < .05 level in the teachers’ self-perceptions of moral values as measured by the TSCS:2 for teachers grouped by years of experience. Further research recommended includes examination of teacher moral self-concepts by gender subgroups and by subject area. INDEX WORDS: Moral Self-Concept, Tennessee Self-Concept Scale, Moral Component of Teaching