Teaching is a moral activity in which teachers have to consider the ethical complexity of teaching and the moral impact they have on their students. The purpose of values education in schools is to create values and raise individuals who convert their values to behaviour and the precondition of the values education is to prepare an environment for the child where he/she can use freewill to make decisions. Castillo (2017) described values education as a process by which values are formed in the learner under the guidance of the teacher and as the learner interacts with his/her environment. According to Koening (2000), variables such as learner, teacher, school environment or atmosphere, family and society are considerably important in the acquisition of values. Wamahiu (2015) also argued that it is only through education that individuals can develop a personality based on values. Kumar (2016) asserted that educational institutions should build moral essence and ethical values in students to produce socially desirable behaviour, personality and character. The purpose of educational institutions is not only therefore to provide knowledge but also to get the learners to gain values that make human beings human. This study seeks to investigate whether this is the same perception teachers in Loreto schools have on values education.Values education has become a global agenda because of social and global events such terrorist attacks, massive corruption, human trafficking, wars, shooting in schools, student unrests and burning of schools which make people ask questions like, and "What has become of humanity?" Does a human being or a student do that?" Because of such questions, Mimar (2013) asserted that the most important issues in values education should include among others, determining which values schools are to gain, deciding to what extent social, national and global values should be included in the curriculum, the way and quantity of teaching and the kind of model or method to be followed. Mimar ( 2013) is in agreement with Koening (2000) that in teaching values education, variables such as learners, teachers, the school environment, family and society are important.Thornberg and Oguz (2013) in their study on teachers' view on values education in Sweden and Turkey posited that literature describes and contrasts two general approaches to values education that is, the traditional approach and the progressive or constructivist approach. The traditional approach emphasises adult transmission of the morals of society through character education, direct teaching and use of rewards and punishments. The aim of traditional approach according to Durkheim (1961) was to teach and discipline students to develop good character and virtues such as honesty, hard work, obedience and patriotism. In contrast, Solomon, Watson and Battistich (2001) proposed a progressive or constructivist approach that puts emphasis on children's active construction of the moral meaning and development of a