Character Education Formation Program as an Epiphany and Transformational Experience for Educational Principals in México

This qualitative, phenomenological study assessed the impact of PRIMED and vLACE teacher training programs on 23 Mexican educators within six school leadership teams, through the project “Character education leadership program for Mexican public schools”. Aiming to cultivate leaders fostering character education, the study revealed an epiphanic personal transformation among participants, crucial for genuine character culture. This research provides evidence that such formative experiences profoundly reshape public school principals’ professional purpose, embracing their role in shepherding school culture and serving as virtuous role models. This program offers a promising prototype for future character education leadership training in Mexican public schools.

Introduction -- Character Education -- Character Education Leadership -- School Leadership in Mexico -- The Epiphany Experience and Personal Transformation Through the Formative Process -- This Study -- Method -- Results -- Discussion -- Conclusions.