ANALYSIS OF MORAL REASONING OF TEACHERS AND THE STUDENTS WITH RESPECT TO KOHLBERGS THEORY OF MORAL DEVELOPMENT

Moral development of persons is a basic aim of education. According to Islamic teachings success and failure of a person is judged on moral basis in this world and the hereafter. This study focuses on analysis of moral reasoning of teachers and the students with respect to Kohlberg’s theory of moral development. The targ et population for this study were teachers and students of secondary schools of district Dera Ghazi Khan. Twenty secondary schools were randomly selected from district Dera Ghazi Khan. Three (03) teachers and ten (10) students from each school were selected using random sampling method. The total sample size was 60 teachers and 200 students. Data was selected by DIT (defining issue test). The collected data was analyzed through descriptive analysis and chi-square test applied using SPSS. The results revealed that the participants reasoned predominantly at the conventional level of Kohlberg's moral reasoning which found that there is no significant difference between the view of teachers and students towards moral reasoning. Contribution/Originality: This study focuses on analysis of moral reasoning of teachers and the students with respect to Kohlberg’s theory of moral develo pment.

faced with moral dilemmas. Any student who uses technology can be faced with a technology-related moral dilemma, and it is important to understand ethical training and assessment of information technology students in order for ethical development to take place (Woodward, Davis, & Hodis, 2007). In a quantitative descriptive study (Wade, 2015) examined the moral reasoning development levels of undergraduate teacher education students. To measure their moral reasoning, he employed the DIT instrument of James Rest. Results revealed that moral reasoning development scores were statistically significantly different. Thus, a substantial amount of research on the moral reasoning of undergraduate and graduate students has been undertaken in a wide variety of cultural groups, predominantly, however, in the United States Forte (2013); Nettleton (2018) and McMahon (1992).
However, there is a dearth of empirical research regarding moral development of Muslim undergraduate and graduate students. To the best knowledge of the present authors, based on a comprehensive review of relevant literature, only few studies have been attempted on high schools and undergraduate students from Arab Muslim cultures (e.g. (Djilali Bouhmama, 1984, 1988D Bouhmama, 1989;Ismail, 1976;M Maqsud, 1977;Muhammad Maqsud, 1998;Nettleton, 2018)) conducted a study to explore students' moral reasoning development while in college. The findings suggest both similarities and differences across gender, which may shed light on possible gender differences in moral reasoning outcomes in college. Better understanding of the role that gender plays in student choices could inform college administrators around issues that impact student participation and, therefore, meaningful development while in college. Previous studies revealed that those who have high moral sensitivity are children who are against moral disengagement and oppose immoral acts, for example, intimidation against humans.

Stages of Moral Development
Based upon (Piaget, 1976) conception of moral reasoning, Kohlberg conducted empirical and longitudinal studies which revealed six developmental stages allotted to three moral levels. Kohlberg demonstrated an evolution through the stages of moral reasoning development and delineated six stages within three different levels as follows: i.

Pre-Conventional Level
Stage 1: The Punishment and Obedience Orientation-Orientation to punishment, obedience, and physical and material power. Rules are obeyed to avoid the consequence of punishment. Avoidance of punishment and unquestioning deference to power are valued in their own right, not in terms of respect for an underlying moral order supported by punishment and authority.

Stage 2:
The Instrumental Relativist Orientation Naive instrumental hedonistic orientation. The child conforms in order to obtain rewards. Right action consists of that which instrumentally satisfies one's own needs and occasionally the needs of others. Human relations are viewed in terms like those of the market place. Elements of fairness, reciprocity, and equal sharing are present, but they are always interpreted in a physical or pragmatic way.

ii. Conventional Level
Stage 3: The Interpersonal Concordance of 'Good Boy-Nice Girl' Orientation-Good behavior is that which pleases or helps and is approved by others. There is much conformity to stereotypical images of what is majority or natural behavior. Behavior is frequently judged by intention. He means well becomes important for the first time, and a person earns approval by being nice.

Stage 4:
The Law and Order Orientation-This is an orientation toward authority, fixed rules, and the maintenance of the social or religious order. Right behavior consists of doing one's duty, showing respect for authority, and maintaining the given social order for its own sake.
iii. Post-Conventional, or Principled Level Stage 5: The Social-Contract Legalistic Orientation-Generally characterized with utilitarian overtones. Right action tends to be defined in terms of general individual rights and in terms of standards that have been critically examined and agreed upon by the whole society. Emphasis is upon equality and mutual obligation within a democratic order. There is an awareness of relativism of personal values and the use of procedural rules in reaching consensus. Special significance given to the legal point of view, but with an awareness that law can be changed when considering societal utility.

METHODOLOGY
To focusing the above mentioned criteria, the 20 secondary schools were selected from targeted population randomly. Among these 20 secondary schools, Three (03) teachers and ten (10) students from each school were nominated applying random sampling process. The total sample size included 60 teachers and 200 students from all secondary schools of District Dera Ghazi Khan.

Data Collection
The data was collected using questionnaire from respondents which were selected from nominated 20 secondary schools in District D.G.Khan. So, Data was collected by distributing questionnaire to students and teachers by personal visits to respective schools.

Data Analysis
The collected data was analyzed by using SPSS. Frequency distributing, mean and standard deviation was applied. The composed facts were examined using SPSS-18 and mean, standard deviation and independent sample ttest was applied to examine the data as a statistical method.  Table 2 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items and expressed their feeling with regards to Kohlberg's theory. While some odd respondents refused to show their response. It also showed that some participants did not their willingness about the statements.

RESULTS AND DISCUSSION
Therefore it is concluded that Kohlberg theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing.     Table 2 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing".   Table 3 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing.   Table 4 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing".      Table 6 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing.   Table 7 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing. Figure-7. What standards are going to be the foundation for communal collaboration.  Table 8 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing.   Table 9 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements.

Sr. No
Therefore it is concluded that Kohlberg theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing". Following table and graph shows the findings of the study. Figure-9. Does the rich man merit to be raided for being so desirous.     Table 11 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing. Figure-11. Would theft bring about more entire decent for everyone worried or not?
© 2020 Conscientia Beam. All Rights Reserved.  Table 12 showed that more than 50% responded agreed the said statements and admitted that respondents verified the items of Aslam and expressed their feeling with regards to Kohlberg's theory. While some of respondents refused to show their response. It also showed that some participants did not their willingness about the statements. Therefore it is concluded that Kohlberg's theory had positive impact on the achievement level of the learners and it would be appropriate if its application may be imposed in school level as well as higher level. Getting caught for stealing.         Statement 11 predicts that there is significant difference between the views of the respondents which are teachers and students of Rural and Urban schools regarding the statements "Would stealing bring about more total good for everybody concerned or not?" of teachers and students with M=3.60, 2.87 SD=1.167, 1.699 respectively t=-5.818 and p=.000.

CONCLUSION
In this paper, we extended the research on teachers' ethics by using the DIT to examine the moral judgment development on a sample of Secondary school teachers and students of Dera Ghazi Khan. The results revealed that Secondary school teachers and students of Dera Ghazi Khan demonstrated higher stage scores for the conventional level than for the post conventional level of the moral judgment development. The findings showed a trend to