Teacher Character Development Through Virtue and Eudaimonia: Insights from Nominal Group Technique (NGT)

Abstract

The importance of character development in educators has garnered increasing attention within the field of education as it is closely linked to the ethical and effective delivery of teaching. Character traits such as honesty, courage and respect not only shape the personal and professional traits of teachers but also significantly influence the learning environments they create for their students. This study aimed to explore expert consensus on teacher character development by integrating the philosophical concepts of virtue and eudaimonia, which are essential for fostering ethical and effective teaching practices. This study aimed to explore expert consensus on teacher character development by integrating the philosophical concepts of virtue and eudaimonia which are essential for fostering ethical and effective teaching practices. The study employed the Nominal Group Technique (NGT) to elicit and synthesise the perspectives of educational experts regarding the key elements that constitute teacher character development. The participants comprised nine panels of educational experts with diverse backgrounds in teaching, teacher education and educational psychology, thereby ensuring a comprehensive range of perspectives. The findings revealed a strong consensus among experts on the importance of cultivating specific virtuous character traits in teachers including honesty, courage, wisdom, generosity, justice, respect and humility. Furthermore, the study highlighted the critical role of eudaimonia in teacher character development encompassing aspects such as finding deeper meaning in one’s work, continuous personal and professional growth and maintaining a healthy work–life balance. Overall, this study contributes to the growing body of research on character based approaches to teaching and offers valuable insights for the development of more holistic and sustainable strategies to support teacher well-being and teaching effectiveness.