Perspectives and attitudes of teachers on character education in schools in the Community of Madrid

Character Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it rem...

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Detalles Bibliográficos
Autores: Fernández-Espinosa, Verónica, Redondo-Corcobado, Paloma, Velázquez Gil, Marta
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universidad de Málaga
Repositorio:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
Idioma:inglés
OAI Identifier:oai:ddfv.ufv.es:10641/6783
Acceso en línea:https://hdl.handle.net/10641/6783
Access Level:acceso abierto
Palabra clave:Character education
flourishing
schools
teachers
virtues
General Social Sciences
Yes
yes
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repository_id_str
spelling Perspectives and attitudes of teachers on character education in schools in the Community of MadridFernández-Espinosa, VerónicaRedondo-Corcobado, PalomaVelázquez Gil, MartaCharacter educationflourishingschoolsteachersvirtuesGeneral Social SciencesYesyesCharacter Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it remains largely limited to civic education. This study explores Spanish teachers’ perspectives on CE, focusing on its perceived relevance, key virtues, and implementation strategies. A total of 569 teachers were surveyed, with 477 from the Community of Madrid forming a representative sample. Using a mixed-methods approach, data was collected through an online questionnaire combining quantitative and qualitative items. Results show that 75.7% of teachers view CE as essential, citing its positive influence on academic outcomes and school coexistence. However, they also identify structural barriers, particularly a lack of teacher training. A key takeaway is the strong consensus on the need for a holistic approach to CE, one that embeds it into the curriculum and school culture and encourages collaboration with families. This aligns with international research that emphasizes whole-school strategies and shared responsibility in fostering character development.Facultad de Educación y Psicología20252025-01-0120252025-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10641/6783reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoriainstname:Universidad de MálagaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddfv.ufv.es:10641/67832026-06-11T12:44:57Z
dc.title.none.fl_str_mv Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
title Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
spellingShingle Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
Fernández-Espinosa, Verónica
Character education
flourishing
schools
teachers
virtues
General Social Sciences
Yes
yes
title_short Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
title_full Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
title_fullStr Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
title_full_unstemmed Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
title_sort Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
dc.creator.none.fl_str_mv Fernández-Espinosa, Verónica
Redondo-Corcobado, Paloma
Velázquez Gil, Marta
author Fernández-Espinosa, Verónica
author_facet Fernández-Espinosa, Verónica
Redondo-Corcobado, Paloma
Velázquez Gil, Marta
author_role author
author2 Redondo-Corcobado, Paloma
Velázquez Gil, Marta
author2_role author
author
dc.contributor.none.fl_str_mv Facultad de Educación y Psicología
dc.subject.none.fl_str_mv Character education
flourishing
schools
teachers
virtues
General Social Sciences
Yes
yes
topic Character education
flourishing
schools
teachers
virtues
General Social Sciences
Yes
yes
description Character Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it remains largely limited to civic education. This study explores Spanish teachers’ perspectives on CE, focusing on its perceived relevance, key virtues, and implementation strategies. A total of 569 teachers were surveyed, with 477 from the Community of Madrid forming a representative sample. Using a mixed-methods approach, data was collected through an online questionnaire combining quantitative and qualitative items. Results show that 75.7% of teachers view CE as essential, citing its positive influence on academic outcomes and school coexistence. However, they also identify structural barriers, particularly a lack of teacher training. A key takeaway is the strong consensus on the need for a holistic approach to CE, one that embeds it into the curriculum and school culture and encourages collaboration with families. This aligns with international research that emphasizes whole-school strategies and shared responsibility in fostering character development.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-01-01
2025
2025-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10641/6783
url https://hdl.handle.net/10641/6783
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
instname:Universidad de Málaga
instname_str Universidad de Málaga
reponame_str DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
collection DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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