Character Education and Teachers’ Ethical Practices: Predictors of Learners’ Values

Education shapes responsible citizens, with teachers guiding values and behavior. However, declining discipline and moral awareness among learners now threaten character formation and academic success. Hence, this study aimed to determine the relationship between character education and teachers’ ethical practices on learners’ values and academic performance in the public schools of Jagna District, Bohol, for the school year 2024–2025. The study used a descriptive-correlational design, with a validated survey administered to school heads, teachers, learners, and parents. Data met normality and variance assumptions, and analyses employed descriptive statistics, Chi-square, and multiple regression to examine relationships and predictors. The findings revealed that character education was rated very good across the dimensions of godliness, humaneness, environmental responsibility, and nationalism. Teachers’ ethical practices were found to be highly practiced, particularly in fairness, professionalism, and moral conduct. Results further showed that both character education and teachers’ ethical practices significantly predicted learners’ values and modestly influenced academic performance. A significant association was also found between learners’ values and their academic achievement, indicating that moral behavior contributes to scholastic outcomes. In conclusion, the study affirms that ethical teaching and consistent character education foster positive learner values and improve academic performance. The findings underscore the importance of integrating value formation in the curriculum, strengthening professional ethics among teachers, and enhancing collaboration among schools, parents, and communities to sustain moral and academic excellence.