INTRODUCTION
Teaching has been depicted as a moral endeavor. Consequently, teachers ought to compose excellent moral reasoning, glance further than their own self-interest and seize a wider view of morality. Therefore, teachers are moral agents, and education as a whole and classroom interaction in particular, is fundamentally and inevitably moral in nature. Thus, Lawrence Kohlberg had proposed levels of moral reasoning which goes well further than Piaget's preliminary formulations.
METHODS
The researchers’ utilized quantitative research. The population of the study is comprised of selected teachers from Balibago Integrated High School. There are 102 respondents. This study used two instruments to assess the levels of moral reasoning of the respondents. The first instrument used is the researchers’-made questionnaire that assesses and evaluates the levels of moral thinking of teachers. Second instrument is the Individual Performance Commitment and Review Form (IPCRF), it is a form that shall reflect the individual commitments and performance.
RESULTS
As a result of this study, it was found out that there is no significant relationship between the teachers’ level of moral reasoning and the teachers’ performance rating. Although it appears that moral reasoning isn’t a factor that affects the job performance of teachers, it is still essential that teachers should uplift their moral reasoning; they are the ones that mold the learners to become a productive and morally upright individual in our society.
DISCUSSIONS
The data gathered by the researchers entails that there is no significant relationship between the teachers’ level of moral reasoning and the teachers’ performance rating. The performance rating of the selected teachers of Balibago Integrated High School ranges from 3.50 – 4.16 or Very Satisfactory in descriptive rating. The over-all rating of the selected respondents is 3.64 or Very Satisfactory despite that there are many teachers who fall under the lower level of moral reasoning. The levels of moral reasoning of the respondents on such characters as integrity, kindness, determination, respect and citizenship are classified in various levels or stages. This study divulges the fact that the job performance rating of teachers did not varies based on the level of their moral reasoning. Hence, teachers with lowest level of moral reasoning can still get a similar grade as of those teachers who classify with a highest level of moral reasoning and vice versa.
INTRODUCTION
Teaching has been depicted as a moral endeavor. Consequently, teachers ought to compose excellent moral reasoning, glance further than their own self-interest and seize a wider view of morality. Therefore, teachers are moral agents, and education as a whole and classroom interaction in particular, is fundamentally and inevitably moral in nature. Thus, Lawrence Kohlberg had proposed levels of moral reasoning which goes well further than Piaget's preliminary formulations.
METHODS
The researchers’ utilized quantitative research. The population of the study is comprised of selected teachers from Balibago Integrated High School. There are 102 respondents. This study used two instruments to assess the levels of moral reasoning of the respondents. The first instrument used is the researchers’-made questionnaire that assesses and evaluates the levels of moral thinking of teachers. Second instrument is the Individual Performance Commitment and Review Form (IPCRF), it is a form that shall reflect the individual commitments and performance.
RESULTS
As a result of this study, it was found out that there is no significant relationship between the teachers’ level of moral reasoning and the teachers’ performance rating. Although it appears that moral reasoning isn’t a factor that affects the job performance of teachers, it is still essential that teachers should uplift their moral reasoning; they are the ones that mold the learners to become a productive and morally upright individual in our society.