Moral authority is considered to play a crucial role in most stages of the school process. Studies even point out that a teacher's moral authority is the precondition for academic authority to take place and this moral authority is “based on principles, or fundamental truths, that are independent of written or positive laws” (Grover, 2015) . . This shares similarities with the indoctrinative feature of character education discussed earlier. And being so closely associated with the idea of ​​power relations in the classroom, morality and its practical translation within classroom discourse are considered central issues in this section. In conjunction with the moral dimension of education and teaching (Johnston, 2002b) which emphasizes the role of school and education as places that promote specific values ​​and beliefs of society, teachers are considered the center in the process of realization of this institutional mission. However, the classroom context is so dynamic and imbued with various forces and conflicting relationships, for example, the conflict between the beliefs of the teacher and those of his students, that it requires the use of power relations to advance the issue of moral influence (Buzzelli and Johnston,