A Model of Moral Education for Elementary School Students in Tehran: A Mixed-Methods Approach

Abstract

This study aimed to develop and validate a model of moral education for elementary school students in Tehran. This applied study employed an exploratory sequential mixed-methods design integrating qualitative and quantitative phases. In the qualitative phase, the study population consisted of university faculty members and experts in educational management, of whom 12 participants were purposively selected until theoretical saturation was achieved. Qualitative data were collected through semi-structured interviews and analyzed using open, axial, and selective coding as well as the Delphi technique. In the quantitative phase, the statistical population consisted of 3,525 elementary school teachers in Tehran holding at least a bachelor’s degree. Based on Morgan’s sample size table, 347 teachers were randomly selected. A researcher-made questionnaire developed from the qualitative findings was used for data collection, with an overall Cronbach’s alpha coefficient of 0.88. The quantitative data were analyzed using confirmatory factor analysis and structural equation modeling in LISREL. The qualitative analysis resulted in a model comprising five dimensions, 17 components, and 88 indicators. The five dimensions were cognitive, emotional, social, cultural, and environmental moral education. Confirmatory factor analysis showed that the relationships between the observed indicators and their corresponding latent constructs were statistically significant across all five dimensions (p<0.001). The final structural model also demonstrated an acceptable overall fit to the empirical data, with χ²/df=2.93, RMSEA≈0.047, CFI=0.94, IFI=0.94, RFI=0.92, GFI=0.91, and AGFI=0.90. These indices supported the structural validity and adequacy of the proposed model. The proposed five-dimensional model conceptualizes moral education among elementary school students as an integrated and multidimensional process involving cognitive, emotional, social, cultural, and environmental development. The validated model can provide an evidence-based framework for designing educational programs, developing moral education curricula, and informing educational policies and school-based practices aimed at strengthening moral development in elementary education.