Uwarunkowania gotowości nauczycieli do doskonalenia własnych kompetencji moralnych
Conditions of teachers’ readiness to improve their moral competences

Summary/Abstract: The issue of a teacher’s moral competences in the literature most often takes the form of theoretical considerations and general normative postulates. It is difficult to find empirical scientific research relating to the issue of teaching ethics or methodological guidelines for the professional development of teachers in this field. A teacher’s work, especially relating to moral education, takes place in a specific context, hence it seems reasonable to embed the teacher’s moral competences in the concept of ethical situationism. The aim of the study was to determine the factors contributing to teachers’ readiness to participate in training in the field of improving their own moral competences. The results of the research conducted on a group of 2,151 teachers from the Lublin Voivodeship regarding their professional competences and training needs were used. The analysis of the results regarding the area of moral competences showed that this area of teachers’ professional development is perceived by them as “important” but “not too difficult” and quite well “mastered”. The surveyed teachers do not feel a strong need for improvement in this area, preferring the improvement of skills relating to teaching or communication with students over moral competences. The analysis of the predictors of readiness to undertake training determined on the basis of logistic regression shows that the probability of wanting to improve moral competences increases by perceiving them as important and difficult. At the same time, teachers with more experience are less willing to develop these competencies, which may be indicated by the degree of professional advancement. Teachers should be aware of the need for critical thinking and reflection in the face of increasingly complex moral problems. Moral education should be perceived as a lifelong process, not limited to the acquisition of moral principles, the transmission of values, or the shaping of students’ moral attitudes. The most important thing is to make teachers aware that moral competences are no less important than educational, teaching, IT or communication competences and require constant improvement.

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