MORAL DEVELOPMENT AND APOROPHOBIA IN TEACHING IN PUBLIC SECONDARY SCHOOLS IN A PERUVIAN DISTRICT

Abstract

Background: Aporophobia, or the rejection of the poor, has become increasingly relevant in contemporary societies, particularly amidst technological and communicational advancements. It is understood that this phenomenon often influences the moral development of individuals. Therefore, the research aims to determine whether the level of moral development correlates with aporophobic behavior among educators in public secondary educational institutions in the district of Abancay.

Methods: This research was of a basic-theoretical nature, employing a hypothetical-deductive, correlational approach with a quantitative, non-experimental, and cross-sectional design. The study involved 198 appointed teachers in the District of Abancay, using a questionnaire as the instrument.

Results: It was evident that the level of moral development significantly influences aporophobic behavior (Wald = 17.358; p = 0.000). Furthermore, significant correlations were identified between aporophobic behavior and the processes of socialization (Wald = 9.569; p = 0.000), preconventional moral development (Wald = 7.354; p = 0.008), and conventional moral development (Wald = 20.198; p = 0.000).

Conclusion: The level of moral development significantly impacts the aporophobic behavior of teachers in public secondary educational institutions in the district of Abancay.

Keywords: Rejection, discrimination, development, aporophobia, teachers