Identify the features of moral instruction and the extent of attention to it in elementary schools.

This sequential exploratory mixed research (instrumental making) was conducted to recognize important features of moral and survey of the attention extent to moral instruction in elementary schools. In Qualitative section, by conclusive-phenomenological method 14 faculty members, experts and textbooks’ authors whom selected purposefully, were interviewed. Validity and reliability of interviews were confirmed by revision of question and answers and comparison of some extracted themes by two independent analyzers. Then 80 basic and 13 organizer themes, were collected in 4 dimensions individual goals, social goals, methods and challenges, ethics education insufficiencies), and a researcher- made questionnaire consisting of four main dimensions was made for quantitative (descriptive –survey) section of research. Validity of the questionnaire was confirmed by 10 experts. The reliability was calculated by Alpha Chronbach coefficient (0.85). Based on quantitative results, teachers assessed that in individual goals dimension, themes such as (Personal hygiene, relationship with God, and self –controlling), and in the dimension of social goals, themes such as (relationship with others, and relationship with the nature) significantly higher than desired mean that indicates enough attention to these moral features in comparison with others. Individual morality themes (bravery, spirituality- not as religious upbringing, human dignity, personal discipline, and self-governance) as well as a coherent curriculum for achieving the high level goals of all three cognitive, emotional and practical levels, need to more thoughtful attention and planning. Development of teachers' ability for deeper understanding of ethical themes and the effectively use of moral education is an important suggestion of this research.