| Summary: | Teachers' implementation of teaching strat gies for moral values and ethics in schools is said to be lacking, although they equally realized and seemed to fully grasp the significance of teaching moral values and also felt that infusing moral values and ethics through the school curriculum is part of their roles. The above and other extraneous factors motivated in conducting the current study to investigate the IMTIAZ English teachers' perception of the importanc of moral values and objectives of teaching ethics in the school curriculum as well as the extent at which the teachers integrate teaching moral values and ethic in the classroom. Thus, this
tudy aimed to determine th school teachers' perception of the significance of moral values and objectives of teaching ethics in the school curriculum, to examine the teachers' implementation of teaching strategies for moral values and ethics in the classroom, to determine whether relationship exists between the teachers' perception and their teaching, and to examine the teachers' perception and their application of teaching moral values and ethics from their principals' perspectives. In carrying out the study, mixed-method that combining quantitative and qualitative approach had been adopted. Two separate instruments namely questionnaire and interview were designed. A set of questionnaires were distributed to a sample of 30 respondents consisting of English teachers. Meanwhile, a set of semi-structured interview questions were given to 7 informants of their schools' principals. The research location was contemporary Islamic secondary schools known a IMTIAZ-school of excellence in Terengganu state. Spearman's' product-moment correlation coefficient was employed as a statistical tool for data analysis through Statistical Package for Social Science (SPSS) version 20. Consequently, results of the study revealed that teachers perceive teaching moral values and ethics is an important part of their roles. Results also indicated that the teachers' implementation of teaching ethics was not strong enough and failed to reach the same level as their perception. Overall, there was strong, positive correlation between the teachers' perception and their teaching of moral values and ethics. It also revealed that the teachers' principals agreed that the teachers' perception was an encouraging basis in introducing change in their teaching of moral values and ethics. Significantly, further research should also examine the effects of training programs in the teachers' imparting of moral values and ethics. The stakeholders should let teachers figure out the moral values and ethics by themselves to be assimilated in the teaching materials. Further research should focus on determining why the teachers' implementation of teaching strategies for moral values and ethics always failed to reach the same level as their perception. This study will benefit stakeholders, school administrators, educational practitioners, teachers as well as the entire community in general.
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