A Study On The Influence Of The Supervisory Of Teachers’ Professional Ethics In Primary And Middle Schools On Teachers’ Professional Ethics Anomie Behavior

At present,the main focus of teachers’ ethics is on improving their professional level,strengthening professional ethics education,and guiding teachers to uphold good social ethics.This has become the core issue in promoting the development of the teachers’ professional team.The supervision of teachers’ ethics is one of the governance models for overseeing their ethics.Without adequate ethics supervision,it can be challenging to effectively regulate and constrain teachers’ moral behavior.Emphasizing self-management alone may not make teacher ethics norms an embodiment of their internal needs.In light of the uneven effect of ethics supervision across various schools and frequent cases of teacher ethics anomie,it is necessary to conduct research on the influence of ethics supervision on teacher ethics anomie to improve the teacher ethics supervision system and prevent and control teacher ethics anomie.Using social cognition theory,moral broken window theory,bottom-line mentality theory,and field theory,this study employs a questionnaire survey method to measure the status of teacher ethics supervision and teacher ethics anomie behaviors from different dimensions.From the four dimensions of self-supervision,superior supervision,colleague supervision,and parent supervision,this paper discusses the influence of teacher ethics supervision on professional misconduct,dereliction of duty,and nonfeasance.The results show that: firstly,the overall supervision of teacher morality in primary and secondary schools is good.Superior supervision,colleague supervision,and parent supervision have high recognition levels and good implementation.Secondly,the degree of recognition of teacher’s misconduct by primary and secondary school teachers is low,meaning most teachers have a correct concept of teacher ethics,and the level of recognition of teacher misconduct significantly differs based on gender,age,professional title,teaching age,and location.Thirdly,there is a significant correlation between teachers’ ethics supervision and teacher’s ethics misconduct in primary and secondary schools.Self-supervision and colleague supervision have a significant positive impact on teachers’ moral misconduct,while superior supervision and parental supervision have a negative effect.Based on the research results,this study further explores the internal mechanisms that may cause teacher’s moral misconduct from four aspects: self-supervision,superior supervision,colleague supervision,and parent supervision.These factors include environmental variables instability,loss of personal professional conscience,improper management of teacher’s morality,connivance of teacher’s moral anomie,increased competitive relationships between colleagues,strengthened bottom line mentality of teachers,and absence of the main body of external supervision.To counteract these influence mechanisms,the following corresponding measures are proposed: firstly,integrating theory into practice to strengthen the internal conscience mechanism of teachers;secondly,formulating reasonable indicators of teacher ethics to improve the level of moral leadership of managers;thirdly,strengthening reciprocal relationships and guiding teachers to actively cooperate;fourthly,innovating the participation mechanism and improving the supervision ability of parents.