Classroom climate, educational resources, and school sector-setting configuration in pupils’ Kohlberg-inspired moral justifications in Morocco: A multilevel analysis

Mustapha Fahli; Jamal Ksiksou; Lhoussaine Maskour; Abdel Fettah Zahidi

doi:10.33902/JPSP.202648295

Mustapha Fahli ¹, Jamal Ksiksou ² ^* , Lhoussaine Maskour ³, Abdel Fettah Zahidi ⁴

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¹ Laboratory of Society, Communication, and Rhetoric of Discourse, Faculty of Letters and Human Sciences, Tetouan, Abdelmalek Essaâdi University, Morocco
² Higher Institute of Nursing Professions and Health Techniques (ISPITS), Tetouan, Morocco
³ Sociology and Psychology Laboratory, Faculty of Letters and Human Sciences Dhar El Mehraz, Sidi Mohamed Ben Abdellah University, Fez, Morocco
⁴ Ibn Zohr University, Laboratory of Science and Technology Research (LRST), ESEF, Agadir, Morocco
^* Corresponding Author

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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2026 - Volume 8 Issue 3, Article No: e48295
https://doi.org/10.33902/JPSP.202648295

Article Type: Research Article

Published Online: 12 Oct 2026

Views: 8 | Downloads: 4

ABSTRACT

This study examined associations between observed classroom climate, pupils’ educational resources, school sector-setting configuration, and selections of Kohlberg-inspired moral justifications, in Meknès province, Morocco. The cross-sectional observational sample comprised 337 pupils nested in 24 classrooms across 14 primary schools. Classroom climate was assessed during three two-hour observation sessions per classroom using French-language CLASS K–3 materials for Grades 1–3 and Upper Elementary materials for Grades 4–6. Moral justification was measured through ten contextualized fixed-choice situations and analyzed as an exploratory composite. Primary multilevel models nested pupils within classrooms, and small-sample sensitivity analyses addressed dependence at both classroom and school levels. More favorable classroom climate and greater individual educational resources were associated with higher scores on the exploratory moral-justification index. The climate association remained statistically distinguishable from zero under classroom-clustered inference but was only marginal under the more conservative school-clustered sensitivity analysis. The climate-by-resources interaction was positive under classroom-clustered inference but was not statistically distinguishable from zero under school-clustered sensitivity analyses. A climate-by-grade-band/CLASS-version interaction showed the same pattern of attenuation under school clustering. Because CLASS version was determined by grade band, developmental and version-related moderation cannot be separated. School-configuration and separate sector-setting contrasts remained imprecisely estimated. The findings support further longitudinal, multi-observer research on classroom interaction as a socially differentiated educational opportunity structure. They do not identify causal mechanisms and should not be generalized beyond the sampled schools.

KEYWORDS

classroom climate educational resources moral judgment multilevel analysis primary education sector-setting configuration

In-text citation: (Fahli et al., 2026)
Reference: Fahli, M., Ksiksou, J., Maskour, L., & Zahidi, A. F. (2026). Classroom climate, educational resources, and school sector-setting configuration in pupils’ Kohlberg-inspired moral justifications in Morocco: A multilevel analysis. Journal of Pedagogical Sociology and Psychology, 8(3), e48295. https://doi.org/10.33902/JPSP.202648295

In-text citation: (1), (2), (3), etc.
Reference: Fahli M, Ksiksou J, Maskour L, Zahidi AF. Classroom climate, educational resources, and school sector-setting configuration in pupils’ Kohlberg-inspired moral justifications in Morocco: A multilevel analysis. Journal of Pedagogical Sociology and Psychology. 2026;8(3), e48295. https://doi.org/10.33902/JPSP.202648295

In-text citation: (1), (2), (3), etc.
Reference: Fahli M, Ksiksou J, Maskour L, Zahidi AF. Classroom climate, educational resources, and school sector-setting configuration in pupils’ Kohlberg-inspired moral justifications in Morocco: A multilevel analysis. Journal of Pedagogical Sociology and Psychology. 2026;8(3):e48295. https://doi.org/10.33902/JPSP.202648295

In-text citation: (Fahli et al., 2026)
Reference: Fahli, Mustapha, Jamal Ksiksou, Lhoussaine Maskour, and Abdel Fettah Zahidi. "Classroom climate, educational resources, and school sector-setting configuration in pupils’ Kohlberg-inspired moral justifications in Morocco: A multilevel analysis". Journal of Pedagogical Sociology and Psychology 2026 8 no. 3 (2026): e48295. https://doi.org/10.33902/JPSP.202648295

In-text citation: (Fahli et al., 2026)
Reference: Fahli, M., Ksiksou, J., Maskour, L., and Zahidi, A. F. (2026). Classroom climate, educational resources, and school sector-setting configuration in pupils’ Kohlberg-inspired moral justifications in Morocco: A multilevel analysis. Journal of Pedagogical Sociology and Psychology, 8(3), e48295. https://doi.org/10.33902/JPSP.202648295

In-text citation: (Fahli et al., 2026)
Reference: Fahli, Mustapha et al. "Classroom climate, educational resources, and school sector-setting configuration in pupils’ Kohlberg-inspired moral justifications in Morocco: A multilevel analysis". Journal of Pedagogical Sociology and Psychology, vol. 8, no. 3, 2026, e48295. https://doi.org/10.33902/JPSP.202648295

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