Voices of Good Moral and Right Conduct Teachers (GMRC) On Managing Value Conflicts among Key Stage 2 Learners

This study explored the experiences of Key Stage 2 teachers in managing value conflicts among learners during Good Manners and Right Conduct (GMRC) instruction. A qualitative phenomenological research design was utilized to capture the lived experiences of ten (10) Key Stage 2 teachers selected through purposive sampling. Data were collected through in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings aligned with the research questions. Ethical considerations and trustworthiness measures were observed throughout the study. The findings revealed that teachers encounter challenges such as diverse learner backgrounds, defensiveness and confusion, conflicting home and school values, emotional outbursts, interpersonal conflicts on fairness, and the influence of social media. To address these, teachers employed coping strategies including inclusive and adaptive teaching methods, guided reflection, collaboration with families, emotional self-regulation, and restorative dialogue. Furthermore, teachers gained insights that values education goes beyond rule-teaching and requires reflection, empathy, patience, and recognizing conflicts as opportunities for moral development. The study concludes that managing value conflicts is a complex yet meaningful aspect of GMRC instruction, requiring both pedagogical skills and emotional competence. It highlights the need for strengthened support systems, continuous professional development, and collaborative efforts among stakeholders to enhance values education in diverse classroom settings.