TEACHERS' MORAL CAPITAL: LEVEL, DETERMINANTS AND DEVELOPMENT STRATEGIES

This study investigates the level of teachers' moral capital, the factors influencing this perception, and strategies for its development. The research aims to determine teachers' moral capital levels, identify variables affecting their perceptions, and suggest improvements. A mixed-methods approach was employed, combining both quantitative and qualitative data. Initially, quantitative data were collected from 291 teachers through the “Moral Capital Scale,” and later, qualitative data were gathered from 20 teachers via semi-structured interviews to deepen the understanding of the findings. The study population consists of teachers working in public schools in Gaziantep during the 2024–2025 academic year. The results show that teachers' perceptions of moral capital differ based on various personal and contextual factors. Key elements associated with higher moral capital perceptions include teachers' respect for their profession, commitment to ethical values, awareness of their role in students’ development, and their ability to serve as moral role models. Additionally, variables such as marital status, age, socio-economic background, and length of service at a school also influence moral capital perceptions. Based on these findings, several recommendations are made: increasing teachers' awareness of moral capital, developing empathy and moral sensitivity, adhering to justice and consistency, utilizing professional development opportunities, enhancing the school climate, and maintaining cultural values and traditions. These strategies aim to strengthen the moral foundation of the teaching profession and contribute positively to educational environments. Keywords: moral capital, teacher ethics, teacher morality