APPROACHES AND SUPPORT SYSTEMS FOR TEACHING MORALITY: INSIGHTS FROM ISLAMIC AND CONVENTIONAL SCHOOLS

Abstract

Schools are expected not only to transmit academic knowledge but also to cultivate students’ moral character, making teachers’ roles in moral education particularly significant. This study examines teachers’ perceptions and practices regarding moral instruction in Islamic secondary schools under the Arabic and Islamic Education Board (AIEB) and conventional secondary schools under the Ministry of Education (MOE). Data were collected through questionnaires administered to teachers at 18 selected schools. The findings revealed a similar pattern of moral development approaches among students in both Islamic and conventional schools. In both types of schools, the overwhelming majority of teachers regard the teaching of morality as a core professional responsibility and report frequent attempts to integrate moral values into their teaching. Nevertheless, many respondents were unable to clearly articulate specific strategies used for moral integration, suggesting a gap between intention and practice. Moral counselling emerged as the most commonly employed strategy, whereas systematic integration of moral education into regular subject teaching was the least reported. Teachers also expressed near-unanimous agreement that school managements are committed to students’ moral development. Formal moral instruction was primarily delivered through Religious Studies, Social Studies, and Civic Education, while co-curricular activities, such as drama and quizzes, served as supplementary avenues for reinforcement. This study recommends strengthening teachers’ pedagogical skills in moral education, promoting clearer instructional strategies across subjects, and enhancing co-curricular programs to ensure that moral values are effectively translated into students’ everyday behaviour.