Identifying the Components of Teachers’ Professional Ethics in the Context of Sustainable Development

Abstract

This study aimed to identify the components of teachers’ professional ethics within the context of sustainable development, based on the lived experiences of school teachers in Tehran. This qualitative study employed a deductive–inductive thematic analysis approach. Participants included 20 experienced teachers and education experts selected through purposive sampling with maximum variation. Data were collected through semi-structured interviews and continued until theoretical saturation was reached. NVivo software was used for coding and data analysis. Data analysis revealed three main themes: “professional responsibility of the teacher,” “ethical-based communication,” and “developing sustainable ethical perspectives in education.” These themes comprised 18 subthemes and over 70 open codes, reflecting teachers' comprehensive understanding of professional ethics in relation to educational, interpersonal, and global responsibilities. Key components included work conscience, educational justice, respectful interaction, professional confidentiality, environmental awareness, and practical moral education. The findings suggest that professional ethics in teaching must be redefined in light of sustainable development. Such redefinition can contribute to improving educational quality, promoting social justice, and fostering cultural sustainability. It is recommended that teacher education programs be revised to emphasize multidimensional and sustainability-oriented ethical components.