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Austrian secondary school teachers' views on character education: Quantitative insights from a mixed-methods study.

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Title: Austrian secondary school teachers' views on character education: Quantitative insights from a mixed-methods study.
Authors: Kropfreiter, Evelyn (AUTHOR), Bernhard, Roland (AUTHOR), McDermott, Tiarnach (AUTHOR)
Source: Journal of Moral Education. Jun2026, Vol. 55 Issue 2, p213-233. 21p.
Subjects: Teacher attitudes, Secondary school teachers, Mixed methods research, Moral education, Child development, Holistic education, Austrian history, Instructional systems
Geographic Terms: Austria
Abstract: Recent years have seen increased interest in school-based whole-child development in the Austrian education system. Engaging with this context, the paper provides insights from a quantitative phase of analysis within a broader mixed-methods project that sought to ascertain teachers' beliefs around character education in schools. An emphatic majority of respondents (94.6%) working in lower secondary schools believe that character education is more important for 10- to 14-year-olds in schools than good exam results. This confidence of educators in character education notwithstanding, the current education system in Austria presents numerous obstacles to the realization of holistic approaches to education which incorporate character development. In the Austrian context, a paradigm shift in education commencing in 2008 entailed a greater emphasis on evidence-based monitoring of learning outcomes, which many of our surveyed teachers see as detrimental to a holistic form of schooling. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Austrian secondary school teachers' views on character education: Quantitative insights from a mixed-methods study.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+school+teachers%22">Secondary school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+education%22">Moral education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+education%22">Holistic education</searchLink><br /><searchLink fieldCode="DE" term="%22Austrian+history%22">Austrian history</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink>
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  Data: Recent years have seen increased interest in school-based whole-child development in the Austrian education system. Engaging with this context, the paper provides insights from a quantitative phase of analysis within a broader mixed-methods project that sought to ascertain teachers' beliefs around character education in schools. An emphatic majority of respondents (94.6%) working in lower secondary schools believe that character education is more important for 10- to 14-year-olds in schools than good exam results. This confidence of educators in character education notwithstanding, the current education system in Austria presents numerous obstacles to the realization of holistic approaches to education which incorporate character development. In the Austrian context, a paradigm shift in education commencing in 2008 entailed a greater emphasis on evidence-based monitoring of learning outcomes, which many of our surveyed teachers see as detrimental to a holistic form of schooling. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194058960
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/03057240.2024.2373167
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 213
    Subjects:
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Secondary school teachers
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Moral education
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Holistic education
        Type: general
      – SubjectFull: Austrian history
        Type: general
      – SubjectFull: Instructional systems
        Type: general
      – SubjectFull: Austria
        Type: general
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      – TitleFull: Austrian secondary school teachers' views on character education: Quantitative insights from a mixed-methods study.
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          Name:
            NameFull: Kropfreiter, Evelyn
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          Name:
            NameFull: Bernhard, Roland
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            NameFull: McDermott, Tiarnach
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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              Value: 55
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