Towards professionalism: Ethical perspectives of Israeli teachers

This study attempted to gain a better understanding of teachers' perceptions about
their ethical dilemmas and roles. Qualitative data were collected by interviewing
32 teachers in seven schools. Interviewees were asked to provide detailed
descriptions of ethical dilemmas they had encountered. The coding process
focused on critical incidents involving ethical considerations identified as
conflictive. Results indicate a large number of dilemmas that can be sorted into
five main categories. These include tensions between caring and adhering to
formal codes; fair process and fair outcome; school and family agenda; autonomy
and educational policy; own religious convictions and that of a colleague. The
study may enhance our understanding of teachers' roles and perceptions regarding
these ethical dilemmas. Such understanding may help in the design of teacher
education programmes focusing on ethics. More successful dealing with day-today
ethical dilemmas may also help raise the status of the profession.