| Teachers’ ethics,which refer to the professional morality of teachers,and teachers’ conduct,which refers to their behavior and style,have become the primary standards for evaluating the quality of the teaching profession.Teachers ’ ethics construction is a long-term and systematic project that requires the establishment of a sound and lasting mechanism.This mechanism includes the following components: ethical education,ethical publicity,ethical assessment,ethical incentives,ethical supervision,ethical punishment,and ethical protection.The issue of Teachers ’ ethics has garnered significant attention,with many focusing on the short-term effects and the punitive measures of unethical behavior.However,the fundamental role of ethical education in promoting long-term benefits and preventing unethical behavior has been overlooked.On the one hand,research on the principles of ethical education is inadequate,and on the other hand,the implementation of ethical education has not been effective,leading to instances of unethical behavior among teachers.This situation is clearly detrimental to the cultivation of morally responsible individuals who are capable of contributing to the development of Chinese socialism,and to the improvement of the overall moral character of society.In order to understand the current status of ethical education for primary and secondary school teachers in Hubei province and to prevent unethical behavior resulting from the alienation of teachers ’ ethical education,this study constructs the related theories on the influence of teachers’ ethical education on unethical behavior among teachers based on rational reasoning theory,social intuition theory,and the theory of organizational misconduct.The theories include three dimensions of teachers’ ethical education: goals and content,teaching methods,and management.Through the reference and revision of the relevant scales,this paper formed “Teacher’s Perception of the Current Status of teachers ethical education Questionnaire” and “Teacher Unethical Behavior Perception Scale”,and conducted a questionnaire survey with primary and secondary school teachers in Hubei Province as the research object,measuring the current status and relationship of teachers’ ethical education and unethical behavior from different dimensions.The results showed that: First,the overall level of teachers’ ethical education among primary and secondary school teachers was relatively high.Among them,primary and secondary school teachers’ recognition of the goals and content of teachers’ ethical education,as well as teaching methods is higher than that of teachers’ ethical education management;Second,primary and secondary school teachers don’t quite recognize the degree of recognition of teacher unethical behavior,and there are significant differences in the degree of recognition of teacher unethical behavior among primary and secondary school teachers with different basic conditions such as gender,age and professional title;Third,there is a significant correlation between teachers’ ethical education and teacher unethical behavior in primary and secondary schools.The goal and content of instrumental moral education,idealistic moral education methods and formalistic moral education management all have significant negative impacts on teachers’ unethical behavior.Based on the empirical survey results,this study analyzed three possible mechanisms that may lead to teacher’s unethical behavior from three dimensions of goals and contents,methods,and management of teachers’ ethical education: instrumentalism,idealism,and formalism.The ideological methods and work style of ethical education may lead to teacher’s unethical behavior through cognitive bias mechanism,emotional numbness mechanism,and willpower hypocrisy mechanism,respectively.Based on the above results,this study proposes several suggestions for preventing and addressing teacher’s unethical behavior.Firstly,it suggests establishing a school ethical entity and incorporating ethical decision-making into the objectives and content of teacher’s ethical education.Secondly,it advocates for participatory discussions and practices to place empathy at the center of teacher ’ s ethical education methods.Lastly,it proposes monitoring and regulating the ethical atmosphere of schools and optimizing supervision,accountability,and punishment measures for teacher’s ethical management. |
