How Do Parents' Personal Relationships with Each Other Influence Their Children's Moral Values-Based Education

Abstract

This study explores how the quality of parental relationships influences adolescents’ moral values-based education. Grounded in Social Learning Theory, Family Systems Theory, and Moral Identity Theory, the research adopts a qualitative interpretivist design to examine relational dynamics within families. A purposive sample of 50 families, representing diverse socio-economic and cultural backgrounds, was selected. Data were collected through semi-structured interviews, naturalistic observations, and a moral competence survey, enabling triangulation for credibility and validity. Thematic analysis revealed three dominant patterns: (1) Parental Modeling and Moral Imitation—children in supportive, cooperative households exhibited higher empathy, honesty, and fairness; (2) Emotional Climate and Ethical Reasoning—warm, communicative environments fostered nuanced moral reasoning and prosocial behavior; and (3) Conflict Exposure and Moral Confusion—families marked by hostility or emotional disengagement correlated with moral ambiguity and behavioral issues in adolescents. Findings underscore that moral education is not confined to formal schooling but deeply embedded in everyday family interactions. Positive parental relationships serve as critical templates for ethical conduct, while conflict and neglect disrupt moral internalization. The study advocates for integrated interventions such as parental counselling, co-parenting workshops, and school-family partnerships to strengthen moral development. By highlighting the interplay between family dynamics and adolescent morality, this research contributes to a holistic understanding of character education and emphasizes the need for systemic support to nurture socially responsible future generations.