Male Teacher Personality Competence in Moral Value Development: A Strategy for Early Childhood Education

Abstract

This study aims to analyze strategies for fostering moral values ​​in children aged 5-6 years through the personality competence of male teachers in early childhood education settings. A descriptive qualitative research design was employed to gain an in-depth understanding of teacher-child interactions and moral-fostering practices within a natural classroom environment. The study was conducted at an early childhood education institution, involving one male teacher and fourteen children aged 5-6 years selected via purposive sampling. Data were collected through three observation sessions over the course of one week and an in-depth interview with the male teacher, supplemented by a review of relevant documentation. Data analysis utilized qualitative methods, specifically data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation. The results indicate that the fostering of moral values ​​was effectively implemented through teacher role-modeling, habituation, positive reinforcement, assertive communication, and emotional guidance integrated into daily learning activities. The study concludes that the personality competence of male teachers plays a crucial role in supporting children's moral development and strengthening character education at the early childhood level. These findings highlight the importance of integrating teacher personality competence and consistent role-modeling into moral education practices for young children.