Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)