The Contributions of Socio-educational Supports Towards Teaching Practices in Moral Education Among University Lecturers: A Quantitative Study

This study employs Bronfenbrenner's socio-ecological theory as its theoretical framework to investigatehow family support, leader support, and colleague support jointly influence the teaching practices ofMoral Education lecturers in Chinese universities. A quantitative cross-sectional design was adopted,utilizing stratified random sampling to survey 486 Moral Education lecturers from six universities in theEastern, Central, and Western regions of China. Multiple regression analysis revealed that the overallregression model was statistically significant, accounting for 61.3% of the variance in teaching practices(F(3, 482) = 256.689, p < .001). All three support factors demonstrated significant predictive effects, withcolleague support emerging as the strongest predictor (? = 0.513, p < 0.001), followed by leader support (?= 0.240, p < 0.001), and family support ranking third (? = 0.079, p < 0.05). The findings highlight thecritical role of multi-level support systems in enhancing teaching quality and underscore the importanceof constructing supportive institutional environments. By providing empirical evidence from the Chinesehigher education context, this study demonstrates how ecological factors collaboratively promote theeffectiveness of Moral Education instruction. It emphasizes the need for universities to establishsystematic support systems to comprehensively improve the quality of Moral Education, thereby offeringnew academic insights for related research fields. Received: 01 December 2025 / Accepted: 25 February 2026 / Published: March 2026