In this paper, I challenge technical excesses in the dominant approach to teaching, which mainly concerns the evaluation of schooling as wellas teaching on the grounds of its instrumental outcomes.In challenging thedominanceofthistechnicalview ofteaching,however,my attemptis nottoexcludethetechnologicalview buttoreclaim an integratedview ofteaching which includes paying attentiontotheprimacyofmoraldimensioninteaching.Theprimacyofmoraldimensionin teaching can be explored from various aspects such as the practice of teaching itself, the teacher-studentrelationship and theethicalresponsibilitiesofteaching,teacherprofessionalism,and accountability.In exploring the moraldimension ofteaching,the focus ofthis paper is on the practiceofteachingitself,theteacher-studentrelationshipandtheethicalresponsibilitiesofteaching. Thereisincreasinginterestintheeducationalreform movementforschoolingaswellasteaching in oursociety.Inotice thatthis interestmainly focuseson the instrumentalroleoroutcomes of schools and ofteaching in a competitive framework thatcenters on tests and testperformance. Largely missing from the ongoing debate is a proper deliberation on the moraldimensions of teaching and schooling.The very problems now arising in ourschools cannotbe solved from a technicalstandpoint because more of those problems require moraldeliberation.For recovering confidenceinourschools,itisnecessarytomakemuchofmoraldeliberationineducationaswellas in teaching.This argumentmay offer suggestions for the educationalreform movementin our societytoaddresstheproblemsofirresponsibilityandthelackofqualityinteachingthatnow bring discreditonschoolinginoursociety. Key words: teaching, the primacy of value, moral dimension of teaching, moral relationship,technicalview,normativeview,integratedview