This qualitative phenomenological study examined selected middle school
teachers’ perceptions of character education in one rural county in northwestern West
Virginia. It investigated how they think about and implement character education,
what they consider to be obstacles that interfere with the teaching of character
education, as well as factors that may foster delivery. Research questions include: 1)
What are selected middle school public school teachers’ perceptions of character
education in terms of how do teachers define character education? How important is
character education? 2) How do selected middle school teachers implement character
education? 3) What fosters and inhibits the implementation of character education?