Language Related Research E-ISSN: 2383-0816 https://lrr.modares.ac.ir https://doi.org/10.29252/LRR.15.1.11 http://dorl.net/dor/20.1001.1.23223081.1401.0.0.86.8 Vol. 15, No. 1 pp. 293-319 March & April 2024 Insights into Moral Education: Iranian English Teachers’ Conception of Morality Azar Hosseini Fatemi1, Neda Moezzipour2*, & Behzad Ghonsooly3 Abstract The present study attempted to look deeply into how Iranian English teachers defined morality and if there was any significant difference with respect to gender and years of teaching experience. The study followed a mixed-methods design including a semi- structured interview and a multiple choice single-item questionnaire. The results revealed that while the main concern for the participants in different decades of teaching was choosing right over wrong, the prevailing theme for male and female teachers differed in that the male teachers moved towards less personalized and more agentic conceptions, whereas female teachers were more concerned with the context and society as their experience increased. The analysis of the quantitative data also illustrated there was a significant difference between female and male teachers in the 2nd and 3rd decades of teaching. Moreover, the differences between participants based on their level of experience were statistically significant

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