Teacher Perspective on Student Character Building in Malaysian Public Primary Schools

Abstract

Character building has become an essential agenda in Malaysian primary education, especially amid rising concerns over school bullying and declining interpersonal values. This qualitative study investigates how primary school teachers understand, implement, and experience challenges in fostering character development among students. Using a phenomenological design, semi-structured interviews were conducted with twelve teachers from public primary schools in Selangor and Negeri Sembilan. Thematic analysis revealed three major findings. First, teachers conceptualize character building holistically, emphasizing moral reasoning, emotional regulation, empathy, responsibility, and social harmony. They view character formation as foundational to the aims of the National Education Philosophy and integral to nurturing balanced individuals. Second, teachers employ various pedagogical and relational strategies, including role modelling, value integration across subjects, co-curricular participation, reflective dialogue, and empathy-based discussions. These practices align with social learning theory and whole-school approaches to moral education. Third, teachers face significant constraints, including curriculum overload, limited parental reinforcement, insufficient training in character pedagogy, and lack of structured assessment tools. Although policy frameworks such as the Kurikulum Standard Sekolah Rendah and the 2025 MOE character-building initiative support values education, practical implementation remains inconsistent due to systemic pressures focused on academic performance. The study contributes to character education literature by foregrounding teacher experiences within Malaysia’s multicultural context. It highlights the need for strengthened professional development, whole-school moral ecosystems, and collaborative home–school partnerships. The findings offer implications for policymakers, school leaders, and teacher educators seeking to enhance the effectiveness and sustainability of character education in Malaysian primary schools.