Differences Between Teachers’ and Parents’ Perspectives on Character Education in Schools in the Community of Madrid

Fernández-Espinosa, VerónicaRedondo-corcobado, PalomaVelázquez Gil, Marta2026-07-312026-07-312026Fernández-Espinosa, V, Redondo-corcobado, P & Velázquez Gil, M 2026, 'Differences Between Teachers’ and Parents’ Perspectives on Character Education in Schools in the Community of Madrid', British Journal of Educational Studies, vol. 74, no. 4, pp. 557-583. https://doi.org/10.1080/00071005.2025.26073500007-1005https://hdl.handle.net/10641/8145Publisher Copyright: © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.Este estudio analiza las diferencias y similitudes entre las perspectivas de docentes y padres en la Comunidad de Madrid respecto a la Educación para el Carácter (EC) en los centros escolares. Mediante un diseño mixto que combina cuestionarios cuantitativos y una pregunta abierta, se recabaron datos de 444 docentes y 1020 padres. Los resultados revelan una evaluación altamente positiva de la EC por parte de ambos grupos, quienes coinciden sobre su importancia para el desarrollo holístico del alumnado y su influencia positiva en el rendimiento académico. No obstante, surgieron diferencias respecto a la atribución de responsabilidad, la priorización de las virtudes y la percepción de la importancia de la EC comparada con el logro académico. Además, pocos padres expresaron preocupaciones sobre un posible sesgo ideológico en la implementación de la EC. El estudio concluye destacando la necesidad de una alianza educativa entre docentes y padres fundamentada en un lenguaje compartido y corresponsabilidad, así como la importancia de revalorizar las virtudes relacionales, tales como la compasión, para fomentar comunidades educativas más inclusivas e justas. [Traducción automática al español; idioma original: inglés.]This study analyses the differences and similarities between the perspectives of teachers and parents in the Community of Madrid regarding Character Education (CE) in schools. Using a mixed-methods design combining quantitative questionnaires and an open-ended question, data were collected from 444 teachers and 1020 parents. The results reveal a highly positive evaluation of CE by both groups, who agree on its importance for students’ holistic development and its positive influence on academic performance. However, differences emerged regarding the attribution of responsibility, the prioritisation of virtues, and the perceived importance of CE compared to academic achievement. Additionally, few parents expressed concerns about potential ideological bias in the implementation of CE. The study concludes by highlighting the need for an educational alliance between teachers and parents grounded in shared language and co-responsibility, and the importance of revaluing relational virtues such as compassion to foster more inclusive and just educational communities.271332408enghttp://creativecommons.org/licenses/by-nc-nd/4.0/character educationeducational alliancehuman flourishingparentsschoolvirtues<italic>virtues</italic><italic>character education</italic><italic>human flourishing</italic><italic>parents</italic><italic>school</italic><italic>educational alliance</italic>EducationYesDifferences Between Teachers’ and Parents’ Perspectives on Character Education in Schools in the Community of MadridDiferencias entre las perspectivas de los docentes y los padres sobre la educación en valores (Character Education) en las escuelas de la Comunidad de Madridjournal articleopen access10.1080/00071005.2025.2607350https://www.scopus.com/pages/publications/105027945987https://www.scopus.com/pages/publications/105027945987#tab=citedBy