An Assessment of Moral and Character Education in Initial Entry Training (IET)

Abstract

The US Army conducts extensive training on its core values beginning with Initial Entry Training (commonly referred to as basic training) in order to shape soldiers' behavior and decision making in combat and non-combat situations. This paper addresses the apparent limited empirical research on the effect of US Army Initial Entry Training on soldier's moral development. The study which is the subject of this paper employed a mixed methods quantitative/qualitative model. The Defining Issues Test was administered at the beginning and conclusion of Military Police (MP) Initial Entry Training to determine change in soldiers' moral judgment. This study also used focus groups of MP Initial Entry Training soldiers to identify key factors that soldiers said influenced changes in their moral development. Data analysis of Defining Issues Test scores revealed no significant changes in scores in scores of the overall sample or within the categories of age and educational level. Gender tests revealed a decline in personal interest scores among females, females having higher postconventional scores than males, and no change in scores among males. Focus group results revealed the relationship with drill sergeants as having a significant impact on moral development. This study provides feedback to trainers and commanders that can be used to design effective moral and character education and thereby prepare soldiers for decision making and morally consistent behavior in combat and non-combat situations.