STRATEGIES FOR RESOLUTING ETHICAL DILEMMA IN TEACHER PROFESSIONAL PRACTICE

Abstract

Professional ethics constitutes a fundamental foundation in shaping teachers’ professional conduct, particularly when faced with ethical dilemmas in educational practice. Teachers are not only required to master pedagogical and academic competencies, but also to uphold moral integrity, responsibility, and ethical awareness in every decision-making process. This article aims to analyze strategies for resolving ethical dilemmas in teachers’ professional practice by emphasizing ethical principles, professional codes of conduct, and moral reasoning. This study employs a literature review method by examining relevant articles, books, and regulatory documents related to ethical dilemmas, teacher professionalism, and ethical decision-making. The findings indicate that ethical dilemmas in education often arise from conflicts between equally important moral values, requiring systematic and reflective decision-making. The nine-step ethical decision-making framework proposed by Rushworth M. Kidder provides a comprehensive analytical tool for teachers, school leaders, and policymakers to evaluate values, stakeholders, facts, and consequences objectively. The application of ethical principles—namely outcome-based thinking, rule-based thinking, and care-based thinking—supports the development of sound moral judgment. This study concludes that strengthening ethical understanding and applying structured ethical decision-making strategies can enhance teachers’ professionalism, prevent conflicts of interest, and promote ethical leadership in educational institutions