Search results for: Fontaine Roger

The moral judgment of sanction in teaching and disciplinary practices was studied in a group of 222 teachers to determine the factors that affect sanction in the classroom. Factors studied included pupils' intent, consequences, recidivism, pupils' academic level, and family stability in two contexts: discipline and schoolwork. Results showed the significant effects of these factors for each context. Age of teachers, gender and teaching level (primary or secondary school) were also investigated in the judgment of sanction. Results showed a significant main effect of age, and specific differences in the moral algebra of teachers according to gender and teaching level.