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Volume 8, Issue 3 (10-2026)
Int. J. Ethics Soc 2026, 8(3): 78-92 |
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Mohammadi S, Hasani R, Abdollahy F. A Paradigmatic Model of Teachers' Ethical Professional Identity. Int. J. Ethics Soc 2026; 8 (3) :78-92
URL: http://ijethics.com/article-1-434-en.html
URL: http://ijethics.com/article-1-434-en.html
1- Department of Educational Governance and Human Capital, Sa.C., Islamic Azad University, Sanandaj, Iran
2- Department of Educational Governance and Human Capital, Sa.C., Islamic Azad University, Sanandaj, Iran ,hasani.rafigh@iau.ac.ir
3- Department of Educational Studies and Curriculum Planning, Sa.C., Islamic Azad University, Sanandaj, Iran
2- Department of Educational Governance and Human Capital, Sa.C., Islamic Azad University, Sanandaj, Iran ,
3- Department of Educational Studies and Curriculum Planning, Sa.C., Islamic Azad University, Sanandaj, Iran
Abstract: (9 Views)
Introduction: "Ethical professional identity" is a key concept in contemporary education that includes a set of beliefs, values, commitments, and internalized behaviors that guide teachers' activities. The aim of this study was to identify and present a paradigmatic model of teachers' ethical professional identity.
Material and Methods: The research was developmental in terms of purpose and qualitative in terms of approach and exploratory in nature. The research population included all teachers in the three districts of Kermanshah city for 4 consecutive years, and 31 people were selected as samples based on the theoretical saturation rule. The data were analyzed through semi-structured interviews and the theoretical approach of Corbin and Strauss's (2008) foundation theory.
Results: The findings showed that causal conditions included 8 axial codes; contextual conditions included 4 axial codes; intervening conditions included 5 axial codes; Effective strategies included 5 core codes and the consequences of teachers' ethical professional identity included 8 core codes.
Conclusion: Integrating the identified categories based on the relationships between them and within the framework of this paradigmatic model can be a useful and effective model in teachers' ethical professional identity.
Material and Methods: The research was developmental in terms of purpose and qualitative in terms of approach and exploratory in nature. The research population included all teachers in the three districts of Kermanshah city for 4 consecutive years, and 31 people were selected as samples based on the theoretical saturation rule. The data were analyzed through semi-structured interviews and the theoretical approach of Corbin and Strauss's (2008) foundation theory.
Results: The findings showed that causal conditions included 8 axial codes; contextual conditions included 4 axial codes; intervening conditions included 5 axial codes; Effective strategies included 5 core codes and the consequences of teachers' ethical professional identity included 8 core codes.
Conclusion: Integrating the identified categories based on the relationships between them and within the framework of this paradigmatic model can be a useful and effective model in teachers' ethical professional identity.
Keywords: Professional Ethics, Ethical Model Teachers, Exemplary Teachers, Professional Identity, Ethical Professional Identity
Type of Study: Original Article |
Subject:
Special
Received: 2026/06/1 | Accepted: 2026/06/30 | Published: 2026/10/17
Received: 2026/06/1 | Accepted: 2026/06/30 | Published: 2026/10/17
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© 2026 CC BY 4.0 | International Journal of Ethics and Society
This work is licensed under a Creative Commons Attribution 4.0 International License.
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