Abstract:

School organization has a profound influence on teachers’ moral learning process and even their life. According to its characteristic, school organization has its possibility to be a moral subject, and form a relationship of mutual dependence, mutual support and common development with teachers’ moral learning, and which must go through a continuous and repeated process to reach the highest moral level. However, the current practice of school organized teachers’moral learning, in terms of value criterion, operation mode, and target demand, is often dominated by obedience, control and utilitarian. In order to solve this dilemma, promote the process of teachers’ moral learning, it is necessary to deeply understand the essence of relevant issues and constantly advance the moral learning process of school organizations.

Key words: teacher, school organization, moral learning, organizational moral learning