The importance of character development in educators has garnered increasing attention within the field of

education as it is closely linked to the ethical and effective delivery of teaching. Character traits such as honesty,

courage and respect not only shape the personal and professional traits of teachers but also significantly influence

the learning environments they create for their students. This study aimed to explore expert consensus on teacher

character development by integrating the philosophical concepts of virtue and eudaimonia, which are essential

perspectives. The findings revealed a strong consensus among experts on the importance of cultivating specific

virtuous character traits in teachers including honesty, courage, wisdom, generosity, justice, respect and humility.

Furthermore, the study highlighted the critical role of eudaimonia in teacher character development

encompassing aspects such as finding deeper meaning in one’s work, continuous personal and professional

growth and maintaining a healthy work–life balance. Overall, this study contributes to the growing body of

research on character based approaches to teaching and offers valuable insights for the development of more

 Character Development; Teacher Character Development; Eudaimonia; Virtue; Nominal Group

(Sockett, 2012; Campbell, 2008). Character development in educators encompasses a range of moral and

professional traits that guide behaviour and judgment in complex educational contexts. Traits such as honesty,

courage, respect and justice are widely recognised as foundational to ethical teaching practice as they enable

teachers to act with integrity, fairness and sensitivity towards students and colleagues (Arthur et al., 2017). These

character traits do not merely reflect personal moral qualities but are closely intertwined with professional

identity, shaping how teachers respond to ethical dilemmas, manage relationships and fulfil their educational

responsibilities. Research suggests that teachers who consistently demonstrate positive character traits are more

likely to establish supportive, respectful and trust-based learning environments that promote student engagement

The significance of teacher character is particularly evident within the context of character education and moral

professional development programmes have often prioritised technical competencies, pedagogical skills and

measurable performance outcomes, sometimes at the expense of moral and character development (Biesta,

2015). While such competencies are undeniably important, an overemphasis on technical effectiveness risks

reducing teaching to a purely instrumental activity, neglecting its ethical and relational dimensions. This has led

to growing calls for more holistic approaches to teacher development that integrate professional skills with moral

Within this discourse, the philosophical concepts of virtue and eudaimonia have emerged as important theoretical

foundations for understanding teacher character development. Virtue refers to stable moral dispositions that

enable individuals to act ethically and appropriately across various situations, while eudaimonia is commonly

understood as human flourishing or living well (Kristjánsson, 2015). In educational contexts, these concepts

particularly in relation to burnout, stress and attrition. From a character-based perspective, teacher well-being is

not solely a matter of individual resilience but is closely connected to finding meaning in one’s work, engaging

in continuous personal and professional growth and maintaining a healthy balance between professional and

personal life (Day & Gu, 2014). These dimensions align closely with the concept of eudaimonia suggesting that

Although theoretical literature has extensively discussed the importance of virtues and flourishing in teaching,

there remains a need for empirical research that clarifies how these concepts are understood and prioritised by

educational experts. Existing studies often focus on specific character traits or isolated aspects of teacher ethics,

resulting in fragmented understandings of teacher character development (Campbell, 2008; Sockett, 2012).

enhances the rigor of the study by promoting equal participation, minimising dominance effects and enabling

The literature review includes the concept of character development in the teaching profession, core virtue and

Teaching is no longer understood merely as a technical or instructional activity; rather, it is widely recognised

as a moral and ethical practice in which teachers’ character plays a central role (Campbell, 2003; Sockett, 2012).

Teachers’ personal virtues shape their professional judgment, interpersonal relationships, and the moral climate

of the classroom, thereby influencing both student learning and holistic development. Research in moral and

Consequently, character development is increasingly viewed as a foundational dimension of teacher

Virtue ethics, deeply rooted in Aristotelian philosophy, plays a crucial role in the character development of

teachers, who are not only responsible for the academic instruction of their students but also for modeling ethical

behavior (Kristjánsson, 2015; Sockett, 2012). The virtues, such as courage, honesty and compassion, are

essential qualities that teachers must cultivate to create a morally and emotionally supportive learning

environment (Hursthouse, 1999; Annas, 2011). Teachers who embody these virtues are better equipped to handle

the diverse and often complex challenges of the classroom, thereby fostering a positive educational experience

for their students (Arthur, 2016). Moreover, the cultivation of virtue in teachers is seen as a foundational element

in promoting moral education as it directly influences their ability to guide students in developing their own

moral compass (Carr, 2011; Kristjánsson, 2013). This alignment between a teacher's personal virtues and

professional responsibilities ensures that their actions consistently reflect ethical principles which is crucial in

Kristjánsson (2020) argues that virtue ethics is particularly well suited to education because it integrates

cognition, emotion and action within a coherent account of moral agency. From this perspective, teacher

character development is understood as a lifelong process involving continuous self-reflection, moral growth

and identity formation. Such an approach aligns with contemporary views of teacher professionalism that

emphasise ethical judgment, relational responsibility and personal authenticity. Researchers also argue that the

character of teachers not only significantly impacts their teaching effectiveness but also give impact on the moral

development of their students (Berkowitz & Bier, 2005; Lapsley & Narvaez, 2006). This holistic approach to

character development underscores the importance of integrating virtue ethics into teacher education programs,

ensuring that teachers are not only knowledgeable but also virtuous individuals capable of making ethical

character development, eudaimonia highlights the importance of aligning professional practice with intrinsic

ethical values which contributing to personal fulfilment and effective guidance of students’ moral and intellectual

growth (Carr, 2011; Seligman, 2011). Teachers pursuing eudaimonia engage in reflective practice, continually

improving their moral and professional conduct, thereby fostering educational environments supportive of both

Research shows that teachers experiencing meaningful work are more resilient, motivated, and committed, even

Teachers’ eudaimonia has broader implications for students and school communities. Flourishing teachers form

positive relationships, demonstrate empathy and patience, and create supportive learning environments grounded

in mutual respect (Hansen, 2001; Wong, Lau, & Lim, 2023). Eudaimonia thus functions as both a personal

outcome and a relational and institutional good within educational settings. Pursuing eudaimonia requires

teachers to embody and demonstrate the virtues they wish to instill in students, viewing teaching as a vocation

The experts reached a strong consensus on the critical role of cultivating specific virtuous character traits in

The experts also reached a strong consensus on the critical role of eudaimonia or the pursuit of human flourishing

The experts emphasized that cultivating eudaimonia in teaching helps teachers find deeper meaning in their work

resulting in increased job satisfaction (Gürol & Kerimgil, 2010; Schwartz & Sharpe, 2006). Pursuing eudaimonia

was also seen as inspiring teachers to grow and actively contribute to their school community continuously

(Annas, 2011; Kristjánsson, 2015). The experts noted that teachers who prioritize eudaimonia recognize that

education encompasses more than just knowledge transfer as it also involves the development of students'

Additionally, the experts highlighted that achieving eudaimonia in their professional lives enables teachers to

maintain a healthy work-life balance, which is crucial for their overall well-being (Jennings & Greenberg, 2009;

Schussler et al., 2018). Focusing on eudaimonia was also viewed as allowing teachers to teach with genuine

and eudaimonia. The strong consensus among the experts underscores the critical importance of these

philosophical and psychological frameworks in shaping the character and practices of effective teachers. The

strong consensus among experts underscores the relevance of these philosophical constructs in addressing the

The emphasis on cultivating virtuous character traits, such as honesty, courage, and justice, highlights the need

for a character-based approach to teacher education and professional development. By fostering the development

of these virtues, educators can become more effective role models and better equipped to navigate the ethical

challenges that arise in the classroom. Furthermore, the strong consensus on the critical role of eudaimonia

suggests that teacher character development should be approached with a holistic focus on the overall well-being

and flourishing of educators. This includes not only the development of specific virtues but also the cultivation

including studies that did not utilize the Nominal Group Technique to gain a more comprehensive understanding

of the topic. Longitudinal studies that track the long-term effects of teacher character development initiatives on

both teacher well-being and student outcomes would provide valuable insights into the sustainability and efficacy