Caring Teaching as a Moral Practice: An Exploratory Study on Perceived Dimensions of Caring Teaching

Table 6

The final items included in the caring teaching scale.

Factors	Items
Nurturing the students’ character	(1) It is important for a teacher to care about nonacademic matters of students.
	(2) In addition to academics, teachers are expected to care about students’ social skills.
	(3) Teachers should care about dignity of students.
	(4) It is a teacher’ duty to care about the personal character of the students.
	(5) Teachers should care about moral properties of students.
	(6) Teachers should care about students’ behaviors in the social contexts out of school.
	(7) Teachers should care about emotional properties of students.
Didactical bias	(8) It is fair if teachers give more academic freedom to the gifted students.
	(9) It is fair if teachers pay more attention to the active students.
	(10) It is fair if teachers engage good students in the learning activities.
Awareness	(11) Teachers are expected to be aware of students problems which are related to the matters outside   of classroom.
	(12) It is teachers’ responsibility to be aware of students’ different capabilities.
	(13) Teachers should be aware of students’ background.
	(14) Teachers are expected to be aware of students’ needs and interests.
Respectful didactics	(15) It is effective if teachers punish carless students in the front of classmates.
	(16) As far as teachers’ method brings about learning, it does not matter if the method put pressure   on students.
	(17) Teachers can justify any method to improve learning of poor students.
	(18) Teachers’ pedagogical activities should only focus on students’ academic achievement.
	(19) It is an effective rule if teachers ask students leave the classroom to discipline them.
	(20) Teachers should be harsh to force students improve their academic learning.
	(21) Teachers’ methods should be fixed based on typical students’ capability.