i.e.

: inquiry in education

Volume 13 Issue 2 Article 2

2021

Meaning and Uniqueness of Ethics and Ethical Teacher Behaviors

in the Teaching Profession
Fatih Şahin Dr.
Gazi University, Ankara, Turkey, [email protected]

İbrahim Yüksel Dr.

Gazi University, Ankara, Turkey, [email protected]

Follow this and additional works at: https://digitalcommons.nl.edu/ie

Recommended Citation
Şahin, Fatih Dr. and Yüksel, İbrahim Dr.. (2021). Meaning and Uniqueness of Ethics and Ethical
Teacher Behaviors in the Teaching Profession. i.e.: inquiry in education: Vol. 13: Iss. 2, Article 2.
Retrieved from: https://digitalcommons.nl.edu/ie/vol13/iss2/2

Copyright © 2021 by the author(s)

i.e.: inquiry in education is published by the Center for Inquiry in Education, National-Louis University, Chicago, IL.
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

Meaning and Uniqueness of Ethics

and Ethical Teacher Behaviors in the
Teaching Profession
Fatih Şahin
Gazi University, Ankara, Turkey

İbrahim Yüksel
Gazi University, Ankara, Turkey

Abstract

This research aimed to determine ethical teacher behaviors according to the opinions of
prospective teachers and teachers. In this qualitatively designed study, the phenomenology
design was used, and 30 participants were interviewed. Research results showed that the
participants understood the responsibilities of teachers, the respect and importance of the
teaching profession, effective teaching, developing healthy relationships with school
members, and benefiting students and society from teacher's professional ethics. Almost all
of the participants stated that the teaching profession should have unique ethical codes for
different reasons. Ethical teacher behavior has emerged within the scope of rights and justice,
interest and importance to people and the profession, not to harm or benefit, and the boundary
of public and private space. Finally, suggestions for improving professional teaching ethics,
which can be evaluated in professional, individual, social, organizational, and political
contexts, were put forward in the research. It is believed that the research will make a
significant contribution to the literature, as it addresses the issue of ethics by taking the views
of teachers both preparing for the profession and within the profession, reveals the specific
context in Turkey, and reflects descriptions of real-life experiences.

Introduction

Questions about the good-bad or right-wrong aspects of human behavior have been going on
since ancient times. When the ancient Greek texts are examined, virtuous behavior is seen at
the center of a good life. It is claimed that a person who exhibits virtuous behavior is also a
good person (Plato, n.d./2016). These behaviors defined as ethical (Sims, 1992) are shaped by
moral values that direct human behaviors (Fisher, 2013).

In the pre-Enlightenment period, social norms and values were the basis of ethical behaviors.
With the Enlightenment Period, an ethical approach that puts the mind at the center has been
developed. Kant matched ethics with the individual mind and claimed that that with the
correct use of mind, people can turn to ethical behaviors. With the transition to the industrial
society, Kant's understanding of ethics was accompanied by a pragmatic ethical
understanding. Pragmatist understanding places happiness at the basis of a good life and tries
to determine the degree to which a behavior is good by happiness (Noddings, 2017).

Published by Digital Commons@NLU, 2021 1

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

Although there are different approaches to ethics, it can be claimed that people feel safe and
happy in environments where ethics is at the center of individual and social life, and ethical
attitudes or behaviors are displayed. In an ethical organizational climate with benevolence, it
is seen that employees have a high level of trust in each other (Nedkovski et al., 2017).
Especially in educational environments where there is intense individual interaction, it is seen
that this issue gains importance, and there is an increasing interest in this subject in course
contents and scientific research, although it is an essential issue in the field of application
(Fisher, 2013; Frick, 2011). In this context, ethical education, teacher's ethical behaviors, and
ethical dilemmas are among the most frequently examined topics (Altınkurt & Yılmaz, 2011;
Lilach, 2020; Maxwell & Schwimmer, 2016; Sagnak, 2010; Shapira-Lishchinsky, 2011;
Starratt, 1991; Warnick & Silverman, 2011).

Although ethics has been a neglected issue for the teaching profession for many years
compared with other professions (Barrett et al., 2006), recently, the teaching profession has
its ethical codes (National Education Association, 2020). According to Aydın (2006), ethical
principles such as professionalism, responsibility, justice, equality, ensuring a healthy and
safe environment, non-corruption, honesty, integrity and trust, objectivity, professional
commitment and continuous improvement, respect, and effective use of resources should be
followed in the teaching profession. Research by Koç and Fidan (2020) showed that ethical
teachers should stand at an equal distance to everyone and behave ethically. They are fair,
consistent, tolerant, strong in communication, prioritize people, and put professional values
above personal values. In the same study, unethical teachers were defined as persons who
discriminate, practice intimidation, behave rudely or violently, act contrary to moral values,
violate teaching duties for personal gain, act against the law, and do not fairly evaluate
students. In another study, it is stated that teachers should organize their behavior around four
multifaceted and crosscutting ethical principles (Campbell, 2003a): justice, kindness,
honesty, and respect.

In the preparation process for professional life, it is expected that teacher candidates will
develop a sensitivity to ethical principles. Because teachers should pay attention to what is
good and right in their attitudes and behavior and perform effective teaching, similarly,
teachers in the profession must reflect the ethical principles they adopt as principles in their
attitudes and behaviors. In this study, we conducted interviews with both teacher candidates
and teachers who were in their profession to investigate ethical teacher behavior and how
these behaviors can be improved. It is believed that the research will make a significant
contribution to the literature as it reveals the specific context in Turkey and reflects real-life
experiences.

Professional Ethics for Teachers and The Context in Turkey

Teachers have a respectable place in the conscience of society, as teachers have tasks such as
educating young generations and enlightening society. The teacher, who is expected to be a
moral leader and make ethical decisions, is expected to put forward an effort beyond the
mechanical practices associated with the school (Frick, 2011). That is why the good practices
or self-given efforts put forward by teachers for their students or schools go beyond the
school’s boundaries and are met with great interest in society. From time to time, these good
practices or self-given efforts are also covered in the national press. In Turkey, a teacher who
did not go on holiday to produce masks for citizens during the Covid-19 pandemic or a
school principal who allocated his room to teachers and made a warehouse in the school his
office room can be seen as such good examples of ethical teacher behavior (Sabah

https://digitalcommons.nl.edu/ie/vol13/iss2/2 2
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

Newspaper, 3 June 2020; Sözcü Newspaper, 15 November 2019). Examples like this can be
frequently seen in local and national media in Turkey. Notably, in times of crisis, people can
often see themselves as part of a larger moral community that is compassionate towards those
experiencing problems (Crawford, 2017). However, both in Turkey and in other countries, it
is seen that teachers are also become the main topic of conversation from time to time with
their attitudes or behaviors that are not right or good (Barrett et al., 2012; Tezcan & Güvenç,
2020).

In Turkey recently, the Minister of National Education shared the following message from his
social media account, as some teachers shared images of their classes in social media during
the distance education process:
The classroom environment is intimate and private. It is also true for live virtual
classes. I request that you not share the screenshots and recordings of virtual live
lessons with people who are not connected to your student. Even in a digital
environment, our class is our free space where we can express ourselves comfortably.
(Ziya Selçuk, 2020)
Besides, it is seen that teachers come to the fore with undesirable behaviors such as student
violence and sexual harassment. All these negativities attract the attention of educators and
researchers to ethics, especially teachers' professional ethics.

Although ethics is a subject that we encounter most in the news (Sims, 1992), it has become a
subject that has been examined with an academic concern, especially in the organizational
field (Trevino et al., 2014) since the 1980s. Professional ethics and teachers’ professional
ethics have also been frequently examined in this context (Campbell, 2003b; Maxwell &
Schwimmer, 2016; Warnick & Silverman, 2011). It can be claimed, in brief, that
professional ethics express moral integrity and consistency in commitment to values (Sims,
1992). On the other hand, teachers' professional ethics reflects this stance against professional
ethics in the teaching profession. The paradigm of teachers' professional ethics is based on
the premise that educational practice is infused with unique ethical considerations and
obligations specific to the profession. Ethics of justice, care, and criticism are included in this
ethic (Crawford, 2017). Waxwell and Schwimmer (2016) stated that the purpose of
professional ethics education in teaching is to equip students with knowledge, skills, and
tendencies to make ethically responsible decisions in professional practices, and there is a
consensus on this issue in the relevant literature. Fisher (2013) stated that teachers'
professional ethics could be defined as a set of beliefs that a teacher accepts through
relationships with students, colleagues, administrators, and parents (or caregivers of children)
who are the school's stakeholders. Campbell (2003a) defined teachers' professional ethics as
the teachers' awareness of good and struggle against abuse in their daily activities or practices
individually or as a professional group member. According to Frick (2011), ethics can be
addressed within schools' justice, care, and criticism. It requires the care of a student's best
interests within the framework of rights, responsibilities, and respect. It thus creates different
professional ethics for school administrators, teachers, and all school employees.

The importance given to ethical and moral principles or values in the teaching profession in
Turkey is observed both in pre-service education programs and in the ethical legislation
related to public officials. Professional, ethical principles determined for educators, are
discussed under the titles of ethical principles in relations with students, professional ethic
principles, ethical principles in relations with colleagues, ethical principles in relations with
parents, ethical principles in relations with school administration and society, and ethical

Published by Digital Commons@NLU, 2021 3

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

principles in the relations of school administrators with teachers, students, and parents (Public
Officers Ethics Committee, n.d.). While moral and ethical issues are included in pedagogy
courses in teacher training programs, a new course called “Morals and Ethics in Education” is
also taught (Council of Higher Education, 2018).

Method

For this study we used the qualitative research method of phenomenology. Michael van
Manen (2020) defines phenomenology as allowing something to manifest itself and become
visible. In this study, prospective teachers and teachers were asked to express their opinions
on ethical teacher behavior based on their knowledge or experiences.

Participants

In this study we interviewed 15 prospective teachers studying at a public university in Ankara

and 15 teachers working in different provinces of Turkey in order to obtain detailed
descriptions of ethical teacher behaviors (Cohen et al., 2018), and maximum diversity in
sampling. , Participation in the study was voluntary and the interviews were conducted after
obtaining the signed participant consent form. Participant confidentiality was respected in the
study; codes were used as PT1, PT2… PT15 for prospective teachers and T1, T2… T15 for
teachers. Twelve of the prospective teachers were females, and three were males. Four
prospective teachers were in German teaching, three in music teaching, three in classroom
teaching, two in guidance and psychological counseling teaching, one in Turkish language
and literature teaching, one in special education teaching, and one in English language
teaching. Eleven of the teachers were males, and four were females. The average age of the
teachers was 35, and their average professional seniority was around 12 years. The teachers'
content area distribution was as follows: classroom teaching (6), science teaching (5),
guidance and psychological counseling teaching (1), Turkish language and literature teaching
(1), preschool teaching (1), and social studies teaching (1).

Data Collection

We used a semi-structured interview form in the study. Semi-structured interviews are used
to reconstruct the subjective theory of the interviewee about the subject under study (Flick,
2009). Our aim was to reveal the subjective experiences of the participants about teachers'
professional ethics. The same questions were directed to the participants in the interview
forms prepared separately for the prospective teachers and teachers on duty. The interview
began with this warming question: “What do you think is ethics?” The interview continued
with these fundamental questions:
• What do you understand about the meaning of teachers' professional ethics?
• Do you think the teaching profession should have its ethical principles, and why?
• What do you think of teachers' behavior that is ethical and unethical?
• What can be done to improve ethical behavior in the teaching profession?
After the closing question (“Is there anything you would like to add before you end the
interview?”), we finished the interview by thanking those interviewed for their contribution.
Before conducting interviews with the participants, we consulted with three experts, one from
the Turkish language, one from the measurement and evaluation, and one from the field of
subject expertise, and finalized the interview form. We conducted a pilot application of the
form before the interview; there were no problems with the clarity of the questions, so the
final version of the interview form was not changed.

https://digitalcommons.nl.edu/ie/vol13/iss2/2 4
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

Data Analysis Procedures

After collecting data, we transcribed the interviews, and with careful reading, produced codes
and themes. We applied the content analysis technique in the analysis of research data. In
content analysis, data is converted to standard structures (Hsieh & Shannon, 2005). In content
analysis, repetitive phrases or units of meaning are listed and clustered into common
categories/themes representing participants' words (Bogdan & Biklen, 1998). We included
direct participant opinions to reflect the codes and themes set out in the study. These quotes
reveal the depth of the participants' emotions, thoughts, experiences, and insights (Patton,
1990). We each analyzed the data individually, compared the findings with the data studied,
and created standard codes and themes. In order to ensure reliability, the codes were also
checked by independent field experts and researchers.

Results and Discussion

In the study we asked what the participants understood from teachers' professional ethics,
what they think about the unique ethical codes of teaching, what they think about ethical or
unethical teacher behaviors, and what can be done to improve teachers' professional ethics.

Participant Views on the Meaning of Teachers’ Professional Ethics

Regarding the meaning of teachers' professional ethics, we observed that the participants
emphasized the teacher's responsibilities, the respect of the profession, effective teaching,
establishing healthy relationships, providing benefits, and rules or norms that should be
followed in the profession. Participants also noted that professional ethics is a facilitating
guide for teachers; it gives knowledge of right and wrong to the teacher and gives meaning to
the teaching profession beyond a professional occupation. It was also stated that it expresses
love, conscience, self-sacrifice, devotion, and unrequited attention. Finally, it was stated that
what is desired with professional ethics is to make the teacher an ideal person and a good role
model.

Regarding the meaning of teachers' professional ethics, PT1 said, “Teachers know their
responsibilities towards society, profession and students, protect the dignity of the teaching
profession, defend the truths that are accepted by the society and stand against mistakes”
According to PT8, “Teachers' professional ethics includes the necessary rules for both
professionalism of relations between teachers and providing a better future for students.” T2
used the phrase “A profession that the Constitution and laws establish, only acts to serve
humanity, and is fulfilled to raise scientific and free individuals without serving any strata or
group” for teachers' professional ethics. T11 said, “The responsibilities of the profession
come to my mind. Here, I think that the profession's responsibilities towards the student,
parent, other teachers, and administrator cover the ethics of the teaching profession.” T8
used the following expressions within the scope of love: “Teaching starts with loving, loving
all people, especially students.” T12 stated that he saw teachers' professional ethics as
“professional competence.”

In support of the research findings, Treviño et al. (2014) stated that professional ethics set
standards of behavior for professionals, guide them in dealing with ethical dilemmas, and
reflect organizational values. Shapira-Lishchinsky’s (2020) study mentions the importance of
school rules in the ethical behavior of teachers. It asserts that “respecting the rules and

Published by Digital Commons@NLU, 2021 5

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

regulations” shows that a balance should be struck between teachers' conscience and their
obligation to obey the rules. Similarly, Campbell (2000) stated that teachers need ethical
standards that can guide and resources to help them cope with the ethical complexities and
dilemmas inherent in teaching practice.
Participant Views on Ethical Principles Unique to the Teaching Profession
Except for one prospective teacher, all the other prospective teachers claimed that the
teaching profession should have its ethical principles. PT10 claimed that there could be no
ethical principles specific to the teaching profession because its claim is universal. Other
participants stated that the teaching profession should have its ethical principles because it is
an influential and respected profession; it affects the individual and society, guides and
provides benefits to them; shapes the future of societies; and requires sacrifice. Participants
also stated that there should be ethical principles specific to teaching to ensure unity and
order among teachers, prevent abuses, and transform the school into a healthy and safe
learning environment. Finally, it was claimed that the teaching profession should have its
ethical principles because it has original methods and techniques, and it is necessary to
determine its boundaries. “Yes, I think the teaching profession should have its ethical
principles because the person who changes a society and individuals in society, educates,
and makes it useful to society is the teacher,” PT1 said. PT6 explained that the teaching
profession should have its ethical principles with the following statements:
Teaching is a profession that takes responsibility not only for one generation but also
for many generations. It is a profession that gives direction to the society, so it is
valued. For example, those who brought Finland out of the swamp and moved it to the
status of civil states were teachers with ethical principles and particular goals. As I
mentioned in the beginning, every profession should have its ethical principles and
common ones.
PT7, on the other hand, focused on the reputation of the teaching profession and put forward
the following view:
Because teaching is a sacred profession, and in this profession, teachers touch the
lives of students. In order to be able to influence students correctly, to be a good
model, the teaching profession must have certain ethical principles. Because if
everyone teaches their way, there would be no unity in education. A climate without
ethics causes chaos and prevents the formation of a healthy education and training
environment.
PT11 explained this necessity with the words, “the student can learn something from
anywhere, but he always learns the truth from the teacher.” T2 stated that every profession is
based on different duties and responsibilities, so the teaching profession should have its
ethical principles. T5 emphasized the different aspect of the teaching profession and used the
following expressions:
Doctors deal with human anatomy; engineers deal with mines, agriculture,
construction; teachers are concerned with the human spirit. The teacher tries to
shape the students as a sculptor tries to shape clay. Therefore, when talking about
professional ethics, the teaching profession comes first.
T14 stated that “Everyone should pay attention to the point where they should stand,
especially the teachers,” and stated that the profession should have its ethical principles.

https://digitalcommons.nl.edu/ie/vol13/iss2/2 6
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

When these findings are associated with the relevant literature, similar results are seen in the
studies of Özan et al. (2017). In this study conducted with school administrators, all
participants stated that ethical codes were necessary for creating an ethical school climate,
adopting ethical behavior and values, achieving the school's goals, and ensuring
organizational communication. It is seen that these claims of the participants are practically
equivalent to many professions, including the teaching profession (Treviño et al., 2014).
Warnick and Silverman (2011), justifying the findings of the study, claimed that the teaching
profession differs in terms of professional ethics because it is a profession that focuses on the
well-being of the students, draws attention to the moral dimensions specific to education, and
focuses on the correctness of educational solutions.
Participant Views on Ethical Teacher Behaviors
Our analysis of the opinions of teacher candidates and teachers on ethical teacher behaviors
revealed four categories: (1) right and justice, (2) interest and caring towards oneself and
others, (3) not harming or benefiting, and (4) public and private boundary.
In the context of rights and justice, the interviewees expressed participatory views, and
emphasized “not discriminating between students, being impartial, acting fairly/equally, not
judging students according to their appearance-achievements, seeing each student as special
or unique.” The behavior not to resort to unfair gains such as “corruption, taking bribes,
using public resources for their personal needs, giving private lessons to their students, and
getting paid for the lesson or activities they did not do” was seen as ethically essential. Being
sensitive to the students' values, beliefs, preferences, private life, opinions, showing respect,
and not showing prejudice were also shown as ethical teacher behaviors. Participants also
found it necessary to “believe that all students can succeed and provide opportunities for
every student to improve themselves.” Participants also emphasized that ethical teachers do
not consider themselves superior and do not behave arrogantly. They are as transparent and
accountable as possible. They have democratic attitudes and behaviors and do not gain unfair
things through power-interest relationships or accepting gifts. The most common unethical
behavior of teachers in Turkey was found as being “not sufficiently interested in students
with low success levels” (Altınkurt & Yilmaz, 2012). Campbell (2003a) argued that someone
who lies for personal gain or deceives others, who is insensitive to the feelings of others, is
unlikely to turn into a principled honest person after becoming a teacher. Again, consistent
with the findings of this study, in the study by Koç and Fidan (2020), all participants put
forward the opinion that one “stands at an equal distance to everyone” when defining an
ethical leader. Again, all participants put forward an opinion within the scope of
“discrimination” and “nepotism” when defining an unethical leader. Barrett et al. (2006) also,
in line with the findings of this study, found it unethical to raise students' grades due to
pressure from family or school management in their research.

In the context of interest and caring towards oneself and others, participants considered it
important that teachers be adequate, especially in professional knowledge, perform their
duties responsibly, continuously develop themselves, and make efforts. Participants also
stated that each teacher should care, love, and adopt their profession. It was also essential to
pay attention to the course time, use the course time effectively/efficiently, be prepared for
the course, and not spend time with personal work. It is crucial to create love, respect,
tolerance, understanding, and trust in the school and the classroom. Participants stated that
teachers should love their students and relate to their students. The teacher's accuracy in his
words, behavior, and the information he teaches, his honesty with his students and
colleagues, and his consistency in his attitude or behavior were also considered ethical

Published by Digital Commons@NLU, 2021 7

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

teacher behavior. Participants stated that an ethical teacher is an exemplary person who does
not exhibit threatening behavior. It was also found crucial that the teacher adheres to his
profession, makes sacrifices, and exhibits selfless behavior. Additionally, the teacher teaches
by the student's capacity or level and pays attention to it when giving tasks to students,
motivates students, arouses the desire to learn in them, and ensures that they are engaged in
the lesson. Participants reported it was ethically crucial for teachers to create appropriate
learning environments for students; be constructive and not pessimistic against negativities;
behave by social, national, and universal values; and be conscientious and adhere to the
Constitution, laws, and rules. Finally, teachers' self-criticism and awareness of their
shortcomings; not denigrating their school, colleagues, and students; being compassionate
towards their students; protecting the respectability of the profession; and sharing with
colleagues were also found significant in terms of professional ethics. These results manifest
themselves as the behaviors expected from an ethical leader in the relevant literature. The
ethical climate is shared beliefs about the proper behavior and how to handle ethical
problems. According to Sims (1992), ethical dilemmas often result in unethical behavior
when the ethical climate is unclear or positive. Therefore, it can be claimed that the healthier
the ethical climate of the school, the more probability of teachers to display ethical behaviors.
It can be argued that teachers have essential roles in maintaining an ethical climate because
the teacher is expected to be an ethical leader and can provide this climate. There is also a
critical perspective in the literature regarding the interest of students. Vogt's (2002) study
emphasized that this interest or care should not be confused with parental care, and having
such a perspective may harm the professionalism of the teaching profession.

Participants mainly stated that teachers should not apply violence and pressure to students,
should not use bad words and behaviors, should not shout in anger, should not make fun of
students, should not scold or hurt students, and teachers should be helpful and not harm.
Participants stated that protecting the self and dignity of students and not trying to humiliate
them in front of the crowd is also ethical teacher behavior. Also, it was found essential to
consider students' benefits and use public resources in this direction. These results coincide
with the themes revealed in Koç and Fidan’s (2020) research that an unethical teacher acts
rude or acts violently. Campbell (2003a) stated that the ethical teacher prioritizes the students'
interests, so they should adhere to the same principles of honesty, respect, justice, and
courtesy while dealing with school administrators and their relations with students.
Additionally, teachers who exhibit ethical behaviors considering the student's benefit also try
to teach their students behaviors such as being nice to each other, avoiding bad behavior, and
being respectful to their society (Campbell, 2003b).

Within the public and private boundary scope, the participants stated that it is ethical for
teachers not to reflect their problems, opinions, or ideology to the classroom environment and
act like professionals. Participants also discussed that it is essential for the professional
ethics of teaching to have relationships with school stakeholders without violating personal
space, not gossip about school members, and comply with confidentiality and not disclose
sensitive information. These results are consistent with the results from Barrett et al.'s (2006)
research. More than half of the participants found it unethical for teachers to gossip about
their students in the related study. About two-fifths of them found it unethical for a teacher to
make derogatory comments about another teacher. As PT1 said,
The ethical behavior of teachers is to fulfill the responsibilities brought by the
profession. In other words, teachers should not discriminate between students. They

https://digitalcommons.nl.edu/ie/vol13/iss2/2 8
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

should use their lesson time efficiently. They should provide opportunities to their
students at the maximum level, and they should not corrupt the budget allocated for
the school.
PT11 explained unethical teacher behavior with the following case:
It was my high school years. The teacher of the geography course attended my lesson
for four years and made us watch videos of the lessons on the smartboard for four
years. We never witnessed him lecturing. He was also not being fair in evaluating the
exams. He was giving more points to the students he got along with well. Another
teacher was forcing us to attend the course on the weekend, which was free for the
student but paid an additional fee to the teacher's salary. He was always saying,
“Otherwise, you will not pass the class.”
PT15 explained the ethical teacher and the unethical teacher with the statements:
Teachers are those who greatly influence the lives of children. Some teachers
motivate children, inspire them, and touch their lives to become someone who means
a lot to the student. In contrast, some teachers do not even benefit themselves, who
only go to and from school.
T3 shared the following case regarding unethical behavior:
I had a math teacher that I loved very much in my high school years. He was a
complete model in my eyes. In one of our lectures, he wrote a question on the board.
“Who should solve, who should solve this question?” he said, pointing at me and
said, “Hey fat man, come and solve this question.” It was a mistake made against me
in front of my friends. I was a teenager. I cried for exactly two class hours.
T5 stated that he found it unethical for a teacher to teach private lessons to the student he
taught. T6 stated that ethical teachers should always be interested in their students and said:
“We are a direction compass, wherever we show the children look in that direction.” T14
explained the ethical teacher with the following case:
My father, who passed away, was a teacher and had chronic kidney and heart
disease. If he were not uncomfortable enough to fall on the bed due to his illness, he
would attend his class. He would say, “Even orphans have a right to the salary I
receive from the state,” and he would add, “Those students come to school to receive
education from the state. I cannot deprive them of this”.

Participant Views on the Development of Ethical Behaviors in the Teaching Profession

Our analysis of participant views on improving ethical behavior in the teaching profession
revealed five categories: professional, individual, social, organizational, and political.
Participants stated that qualified training should be given to prospective teachers and teachers
professionally and ethically through activities such as theoretical courses, practical courses,
seminars, meetings, and courses in the professional context. Participants also noted that it is
vital for teachers to develop an awareness of professional responsibility. Participants also
discussed that valuing the profession, loving the profession, giving meaning to the profession
beyond its financial gains, and knowing the purpose and importance of the profession will
also contribute to the development of teachers' professional ethics. Participants also
suggested that sharing professional knowledge or experience between teachers will contribute
to ethical behavior. Professional autonomy and loyalty to the teaching oath were also deemed

Published by Digital Commons@NLU, 2021 9

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

necessary in developing ethical behavior. These results were highlighted as a deficiency that
should be eliminated in the research of Warnick and Silverman (2011). In their research,
Maxwell and Schwinner (2016) similarly focused on the importance of prospective teacher
training in professional ethics. They noted that teaching moral dilemmas and case studies are
essential in prospective teacher training.
Pertaining to the individual context, our data analysis showed that the importance of
making self-interrogations related to ethics, developing self-awareness, acting with self-
orientations, and developing self-respect, self-confidence and self-efficacy was another
emergent theme. Participants stated that teachers should start development from themselves,
that they should continuously improve themselves, and that it is crucial for them to be open to
change. Participants also deemed it essential for the teacher to conduct research on ethics;
behave attentively towards the student, class, school, and society with ethical concern and
awareness; and be knowledgeable about ethical values, social rights, and wrongs. Teachers'
habituation of ethical behavior; effort and determination to be ethical; reading of teacher
lives, especially exemplary teacher lives; development of empathy abilities; and interest in art
were also considered necessary for developing ethical behavior in teachers. It can be argued
that every teacher who participates in self-questioning will develop a positive attitude
towards ethics. However, for reasons such as busy work pace, tasks to be completed, and
meeting personal needs, teachers may not find enough time for these interrogations.
However, the challenges of everyday organizational performance should not preclude the
focus on moral content in organizational decision-making (Sims, 1992).

Within the social context regarding students, families, and the community of teachers, the
data revealed that consultation with these stakeholders and cooperation with these
stakeholders was deemed essential to improve teachers' professional ethics. Also, ethical
awareness in the family and society, giving importance to the teaching of ethical values in the
family during the child development process, and universities supporting schools with ethical
education or research were deemed necessary to develop ethical behaviors. Finally, the
participants stated that it is essential that the individual, family, society, and media trust and
respect teachers and not pressure teachers. The results obtained in different studies support
these results in certain aspects. For example, teachers' raising the student grade due to family
pressure was a serious ethical problem (Barrett et al., 2012). However, “no score pollution”
(in other words, accurate assessment) is considered an essential guide in teachers'
professional ethics (Green et al., 2007).

In the organizational context, it was seen essential to sanction compliance with ethical
principles in schools, see and appreciate the ethical behavior of teachers by the school
administration, provide financial support to the school and teacher by the senior management,
support school activities, turn schools into safe environments, and make schools qualified. In
order to develop ethical behaviors in teachers, it was also deemed necessary that top-level
administrators set an example for teachers in terms of adherence to ethical principles and
comply with ethical principles in teacher evaluations. Sims (1992) also emphasized the
importance of these issues. They stated that individuals exhibit unethical behaviors, even if
they are wrong, because organizations often display behaviors that harm ethical standards.
Leadership is a fundamental issue in the context of organizational ethics. In this context,
although the participants' suggestions are essential, it will be helpful for top administrators to
evaluate professional ethics behaviors from this framework and reflect on how effectively the
organization's decisions or policies emerge from these unethical behaviors. Leaders play a

https://digitalcommons.nl.edu/ie/vol13/iss2/2 10
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

crucial role in representing power and role models in organizations and influence the attitudes
and behaviors of their subordinates (Treviño et al., 2014). It can even be said that there is an
increasing interest in moral or ethical leadership (Cemaloğlu & Kılınç, 2012; Gini, 1997;
Greenfield, 2004; Uğurlu & Üstüner, 2011). Ethical scandals in businesses, governments,
non-profit organizations, and even religious organizations have raised concerns about the
ethical aspect of leadership and increased interest in ethical leadership (Brown & Treviño,
2006).

When the participant views are examined within the scope of politics, our analysis showed it
is essential to enable prospective teachers to practice more in schools and concentrate on
practical lessons. Observing the suitability of the candidates to the profession during the
entrance to education faculties and appointment process was also found significant in
developing ethical behaviors. Participants noted that education unions should act on teacher
development and rights, not on political concerns. Also, ensuring fairness and equality of
opportunity in education and acting by the Constitution, laws, and regulations were also
considered necessary to improve professional ethics. Participants also stated that the adoption
of the Teaching Professional Law is vital for teachers' professional ethics. Finally, it was
considered essential to activate the career ladder in teaching and reduce teachers' status and
pay differences. In the context of eligibility for the profession, models such as Village
Institutes, Teacher Schools, and Anatolian Teacher High Schools have been tried in Turkey
in the historical process. However, there are no high schools to train candidates for teachers
in pre-undergraduate programs in recent periods. This can be achieved by re-establishing
schools at the secondary level, which was previously tried in Turkey and aimed at educating
teachers, following the needs of modern society. It is believed that it is essential for education
unions to distance themselves from political parties and save themselves from being
associated with certain parties. Social justice for developing ethical behavior in teachers can
be achieved through justice in distributing educational resources.

Another way to achieve this is to develop a social and cultural sensitivity towards the target
group. It can also be achieved through a participatory understanding of inclusion in decisions
(Shapira-Lishchinsky, 2016). In other words, this can be achieved by ensuring equality of
opportunity for each student and without alienating any student. This issue is also emphasized
in the Constitution and the Basic Law of National Education in Turkey. The “Teaching
Professional Law” emphasized by the participants is an issue on Turkey's agenda and
maintains current attention. Adopting this law as soon as possible can also contribute to
ethical behavior because unwritten expectations about teachers can lead to behavior that
results in ethical violations, as it does not lead to a sanction. However, it is necessary to be
aware of the ethical dilemma that comes with strict adherence to the rules. Because every
behavior that complies with the rule may not produce ethical results (Shapira-Lishchinsky,
2016), therefore, it is helpful to consider the conditions in which the behavior occurs.

Some of the data points provided by participants included: “The school psychological
counselor can organize a school-wide seminar for teachers about ethical rules, and teachers
can develop themselves with this information.” PT4 also said,
Families may be asked to fill out a form. These forms may include behavior expected
from teachers, things that come to mind when a good teacher is mentioned, and

Published by Digital Commons@NLU, 2021 11

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

suggestions to teachers. The teachers can examine that and find appropriate answers
to that in developing teaching ethics.
PT8 touched on the importance of qualified education, “I think a teacher gains ethical
behaviors related to the profession, mostly in the education they receive to become teachers.
To teach professional ethics behaviors to be adopted better, this education needs to be
developed.” PT10 emphasized the importance of individual development and art and put
forward the following view: “Art develops and affects people more deeply.” T1 said, “First of
all, the value of teachers in society should be increased. Furthermore, I think that the
decrease in this value is mostly the fault of teachers. Teachers should start changing this
situation from themselves first.” T14 explained that the behaviors exhibited by senior
managers are effective on teachers' ethical behaviors with the following case:
At one time, a king passes by an orchard with his army. The King sees the fruit but
does not touch the fruit. After the owner of the orchard arrives, he pays for it and
buys some fruit. When the vizier asks why he is doing this, he says, “If I take a few
fruits from there, the soldier will pull the tree out.”
T15 said, “It is difficult to gain ethical behavior later. Instead of trying to give ethical values
to teachers of a certain age, it may be more effective to ensure that they are ethical with
sanctions.”
Conclusion
In the research, firstly, we sought an answer to what teachers' professional ethics means.
Regarding this question, the participants stated that they understood the responsibility of
teachers, the respect and importance of the teaching profession, effective teaching,
developing healthy relationships with school members, and benefiting students and society.
Participants also stated that they understood the rules to be followed in the profession, the
guiding aspect of ethics, right and wrong, love, devotion, dedication, conscience, and the
ideal person. Secondly, we tried to determine what the participants thought about the specific
aspects of teachers' professional ethics. In this context, all other participants, except one
person, stated that the teaching profession should have its codes for different reasons, such as
the teachers' impact on the individual and society, creating a healthy and safe learning
environment, and effectively fulfilling their professional responsibilities. We also examined
ethical teachers' behaviors. In this context, the participants put forward various opinions
regarding right and justice, interest and caring towards oneself and others, not harming or
self-benefiting, and public and private boundaries. Finally, we sought an answer to how to
improve the ethical teacher's behavior. The participants made various suggestions at
professional, individual, social, organizational, and political levels in this context.

Although the research makes significant contributions to the relevant literature, it also has an
important limitation. The limitation is that the study reflects the casual views of the
participants on teachers' professional ethics. It is possible to obtain more satisfactory data
with research conducted in an environment where intense experiences regarding ethics are
experienced, such as a school where ethical violations are experienced or a teacher where
others speak positively about her because of her ethical behavior.

Dr. Fatih Şahin is an associate professor in the Department of Educational Sciences at Gazi
University, Turkey. His research interests include educational leadership, school

https://digitalcommons.nl.edu/ie/vol13/iss2/2 12
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

administration, organizational behavior in education, school culture, school climate, and

organizational learning.

Dr. İbrahim Yüksel is a lecturer at Gazi University, Department of Mathematics and Science
Education. His research interests include teacher education, science education, reasoning,
and intelligence games.

References
Altınkurt, Y., & Yılmaz, K. (2011). Öğretmen adaylarının öğretmenlerin mesleki etik dışı
davranışlar ile ilgili görüşleri [Prospective teachers’ views about teachers’
occupational unethical behaviours]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi
Dergisi, 11(22), 113-128. https://dergipark.org.tr/en/pub/maeuefd/issue/19395/205998
Aydın, İ. (2006). Eğitim ve öğretimde etik [Ethics in education and training] (2. Baskı).
Ankara: Pegem A Yayıncılık.
Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make
judgments about ethical and unethical behaviors? Toward the development of a code
of conduct for teachers. Teaching and Teacher Education, 28(6), 890-898.
https://doi.org/10.1016/j.tate.2012.04.003
Barrett, D. E., Neal Headley, K., Stovall, B., & Witte, J. C. (2006). Teachers' perceptions of
the frequency and seriousness of violations of ethical standards. The Journal of
Psychology, 140(5), 421-433. https://doi.org/10.3200/JRLP.140.5.421-433
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to
theory and methods (3rd ed.). Allyn & Bacon.
Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions.
The Leadership Quarterly, 17(6), 595-616.
https://doi.org/10.1016/j.leaqua.2006.10.004
Campbell, E. (2000). Professional ethics in teaching: Towards the development of a code of
practice. Cambridge Journal of Education, 30(2), 203-221.
https://doi.org/10.1080/03057640050075198
Campbell, E. (2003a). The ethical teacher. Open University Press.
Campbell, E. (2003b). Moral lessons: The ethical role of teachers. Educational Research and
Evaluation, 9(1), 25-50. https://doi.org/10.1076/edre.9.1.25.13550
Cemaloğlu, N., & Kılınç, A. Ç. (2012). İlköğretim okulu yöneticilerinin etik liderlik
davranışları ile öğretmenlerin algıladıkları örgütsel güven ve yıldırma arasındaki ilişki
[The relationship between school principals’ ethical leadership behaviors and
teachers’ perceived organizational trust and mobbing]. Eğitim ve Bilim, 37(165), 137-
151.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th Edition).
Routledge.
Council of Higher Education. (2018). Yeni öğretmen yetiştirme lisans programları [New
teacher training undergraduate programs]. https://www.yok.gov.tr/kurumsal/idari-
birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari

Published by Digital Commons@NLU, 2021 13

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

Crawford, E. R. (2017). The ethic of community and incorporating undocumented immigrant

concerns into ethical school leadership. Educational Administration Quarterly, 53(2),
147–179. https://doi.org/10.1177/0013161X16687005
Fisher, Y. (2013). Exploration of values: Israeli teachers' professional ethics. Social
Psychology of Education, 16(2), 297-315.
Flick, U. (2009) An introduction to qualitative research (4th ed.), Sage.
Frick, W. C. (2011). Practicing a professional ethic: Leading for students' best interests.
American Journal of Education, 117(4), 527-562.
https://www.jstor.org/stable/10.1086/660757
Gini, A. (1997). Moral leadership and business ethics. Journal of Leadership Studies, 4(4),
64-81. https://doi.org/10.1177/107179199700400406
Green, S. K., Johnson, R. L., Kim, D. H., & Pope, N. S. (2007). Ethics in classroom
assessment practices: Issues and attitudes. Teaching and Teacher Education, 23(7),
999-1011. https://doi.org/10.1016/j.tate.2006.04.042
Greenfield, W. D. (2004). Moral leadership in schools. Journal of Educational
Administration, 42(2), 174-196. https://doi.org/10.1108/09578230410525595
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis.
Qualitative Health Research, 15(9), 1277-1288.
https://doi.org/10.1177/1049732305276687
Koç, M. H., & Fidan, T. (2020). Teachers' opinions on ethical and unethical leadership: A
phenomenological research. Kuram ve Uygulamada Eğitim Yönetimi, 26(2), 355-400.
DOI: 10.14527/kuey.2020.008
Lilach, M. (2020). [Not] speaking truth to power: Ethical dilemmas of teacher candidates
during practicum. Teaching and Teacher Education, 89, 103002.
https://doi.org/10.1016/j.tate.2019.103002
Maxwell, B., & Schwimmer, M. (2016). Professional ethics education for future teachers: A
narrative review of the scholarly writings. Journal of Moral Education, 45(3), 354-
371. https://doi.org/10.1080/03057240.2016.1204271
NEA. (2020). Code of ethics. https://www.nea.org/resource-library/code-ethics
Nedkovski, V., Guerci, M., De Battisti, F., & Siletti, E. (2017). Organizational ethical
climates and employee's trust in colleagues, the supervisor, and the organization.
Journal of Business Research, 71, 19-26.
https://doi.org/10.1016/j.jbusres.2016.11.004
Noddings, N. (2017). Eğitim felsefesi [Philosophy of education] (R. Çelik, Trans.). Ankara:
Nobel.
Özan, M. B., Polat, H, Gündüzalp, S, & Yaraş, Z. (2017). Etik kodlara ilişkin okul
yöneticilerinin görüşleri ve etik kod önerileri [School administrators’ opinions and
suggestions on codes of ethics]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 27(1), 43-
52.
Patton, M. Q. (1990). Qualitative research and evaluation methods (2nd ed.). SAGE.
Platon (n.d./2016). Diyaloglar [Dialogues] (T. Aktürel, Trans.). İstanbul: Remzi.

https://digitalcommons.nl.edu/ie/vol13/iss2/2 14
 ?ahin and Yüksel: Ethical Behaviors and Teacher's Professional Ethics

Public Officers Ethics Committee. (n.d.). Eğitim-Öğretim Hizmeti Verenler İçin Mesleki Etik
İlkeler [Professional Ethical Principles for Education and Training Service Providers].
http://www.etik.gov.tr/etik-mevzuati/
Sabah Newspaper. (3 June 2020). Kamile öğretmenden örnek davranış [Exemplary behavior
from the teacher Kamile]. https://www.sabah.com.tr/yasam/2020/06/03/kamile-
ogretmenden-ornek-davranis
Sagnak, M. (2010). The relationship between transformational school leadership and ethical
climate. Educational Sciences: Theory and Practice, 10(2), 1135-1152.
https://eric.ed.gov/?id=EJ889202
Shapira-Lishchinsky, O. (2011). Teachers' critical incidents: Ethical dilemmas in teaching
practice. Teaching and Teacher Education, 27(3), 648-656.
https://doi.org/10.1016/j.tate.2010.11.003
Shapira-Lishchinsky, O. (2016). From ethical reasoning to teacher education for social
justice. Teaching and Teacher Education, 60, 245-255.
https://doi.org/10.1016/j.tate.2016.08.010
Shapira-Lishchinsky, O. (2020). A multinational study of teachers’ codes of ethics: Attitudes
of educational leaders. NASSP Bulletin, 104(1), 5-19.
https://doi.org/10.1177/0192636520907694
Sims, R. R. (1992). The challenge of ethical behavior in organizations. Journal of Business
Ethics, 11(7), 505-513. https://doi.org/10.1007/BF00881442
Starratt, R. J. (1991). Building an ethical school: A theory for practice in educational
leadership. Educational Administration Quarterly, 27(2), 185-202.
https://doi.org/10.1177/0013161X91027002005
Sözcü Newspaper. (15 November 2019). Okul müdüründen makam sevdalılarına örnek
olacak davranış! [An exemplary behavior from the school principal to authority
lovers!] https://www.sozcu.com.tr/2019/egitim/okul-mudurunden-makam-
sevdalilarina-ornek-olacak-davranis-5452951/
Tezcan, G., & Güvenç, H. (2020). Middle school teachers' professional ethical dilemmas.
Pamukkale University Journal of Education, 49, 439-460.
https://doi.org/10.9779/pauefd.588753
Treviño, L. K., Den Nieuwenboer, N. A., & Kish-Gephart, J. J. (2014). (Un) ethical behavior
in organizations. Annual Review of Psychology, 65, 635-660.
https://doi.org/10.1146/annurev-psych-113011-143745
Uğurlu, C. T., & Üstüner, M. (2011). Öğretmenlerin örgütsel bağlılık düzeylerine
yöneticilerinin etik liderlik ve örgütsel adalet davranışlarının etkisi [Effects of
administrators’ ethical leadership and organizational justice behaviors on
teachers’organizational commitment level] . Hacettepe Üniversitesi Eğitim Fakültesi
Dergisi, 41(41), 434-448.
van Manen, M. A. (2020). Uniqueness and novelty in phenomenological inquiry. Qualitative
Inquiry, 26(5), 486–490. https://doi.org/10.1177/1077800419829788
Vogt, F. (2002). A caring teacher: Explorations into primary school teachers' professional
identity and ethic of care. Gender and Education, 14(3), 251-264.
https://doi.org/10.1080/0954025022000010712

Published by Digital Commons@NLU, 2021 15

 i.e.: inquiry in education, Vol. 13 [2021], Iss. 2, Art. 2

Warnick, B. R., & Silverman, S. K. (2011). A framework for professional ethics courses in
teacher education. Journal of Teacher Education, 62(3), 273–285.
https://doi.org/10.1177/0022487110398002
Ziya Selçuk [@ziyaselcuk]. (2020, September 29). Sınıf ortamı mahrem ve özeldir. Bu, canlı
dersler için de geçerlidir. Sizlerden ricam, canlı derslerin ekran görüntülerini,
kayıtlarını öğrencimizle bağı. [Tweet]. Twitter.
https://twitter.com/ziyaselcuk/status/1310991040111874058

https://digitalcommons.nl.edu/ie/vol13/iss2/2 16