A Study of the Impact of Teaching Philosophy on Student's Moral Judgment and Emotional Self-Efficacy

The present paper investigated the impact of teaching philosophy on the moral judgment and emotional self-efficacy of primary school fifth-graders. The target population consisted of all fifth-graders of Marivan city, and the research sample was chosen following a multilevel cluster sampling method. The participants were later divided into two control and experimental groups randomly. The package used for teaching philosophy included 15 stories by Michel Piquemal. The data collection instruments consisted of an emotional self-efficacy questionnaire (r=0.88) and a moral judgment questionnaire (r=0.55). The results of the questionnaires were quantitatively analyzed using the SPSS program. The test of Analysis of Covariance (ANCVA) was used to check the effects of the treatment on the dependent variables of this study. The research findings indicated that teaching philosophy to primary school fifth-graders has a significant effect on their moral judgment; however, it has no such effect on their emotional self-efficacy.