SELF-PERCEIVED MORAL INTELLIGENCE OF FACULTY AND STUDENTS: ITS IMPLICATION TO TEACHER EDUCATION
Keywords:
Teacher, Morality, Moral Intelligence, Ethics, EducationAbstract
The study used descriptive-correlational method. It aimed to determine the perception of faculty, prospective teachers and stakeholders on the Moral Intelligence of faculty and education students of Philippine Normal University-North Luzon. Subjects and participants of the study were 34 faculty members and 142 graduating students, School Year 2013-2014.
Data were gathered through a questionnaire. For statistical analysis, frequency, percentage, mean, standard deviation, and Pearson moment correlation were used. Findings revealed that faculty and students come from different cultural backgrounds; faculty self-perceived Moral Intelligence is high while students’ self-report Moral Intelligence is average; Faculty MI has significant relationship to gender and civil status but the other variables yield no significant relationships. The other demographic variables are weak indicators of moral intelligence for the faculty. Students’ moral intelligence shows positive relationship with gender, and ethnicity. Learning about the various demographical variables and how they relate to moral intelligence provides a practical departure for students’ moral development. The study affirms that integrity, honesty, respect and acting in line with values and principles are of key concerns for educators, teachers and students. It underscores the complexity of the domain and the need for a better understanding of it. It provides a functional view of what direction faculty (educators), teachers and prospective teachers (graduates) can take in deliberately fostering moral intelligence. This offers an opportunity for a development of a program or training in values to enhance the moral intelligence of prospective teachers.
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