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Teachers are evitable people in moral education. They not only directly educate students but also mediate schools, families, and community (SFC) partnerships. Research literature describes that feeling safe play an evitable role in teachers' motivations to communicate confidently and cooperate effectively with families, schools, and communities. Since the importance of local views in moral educations, this study aims to get insights into teachers' feelings of safeness in SFC partnerships to facilitate the moral educating process in the Vietnam context. We used a survey method with the instruments having 19 Likert-scale items. The data from 371 Vietnamese teachers. We conduct multiple regression analyses to get insight into the relationship between four groups of variables and teachers' feelings of safeness. These results find that (1) the school level, (2) collaborated actions between teachers and families, (3) families' mental encouragement for teachers have statistically significant to teachers' feelings of safeness. Moreover, the variable group of collaborated actions between teachers and families records the highest positive beta value in multiple regression analyses. In other words, the improvement of collaborated actions between teachers and families is a critical motivation to leverage teachers' feelings of safeness in SFC partnerships. These results provide valuable information for sustainable development in moral education.

Teachers’ feelings of safeness in school-family-community partnerships: Motivations for sustainable development in moral education