فاطمه اسدی

Background: The aim of this study was to identify the components and factors affecting teacherschr('39') professional ethics and provide a model. Method: The method of the present study was mixed (qualitative-quantitative) and in terms of purpose it was applicable research. The statistical population in the qualitative section included faculty member (disciplines of philosophy, sociology and education) and teachers who were theoretically familiar with the concept of professional ethics and therefore their selection was purposeful by sampling method. 20 people were interviewed until they reached theoretical saturation. Data was analyzed at three levels of open, central and selective coding. Validity of data assessed by ideas of experts and for reliability, the coefficient of agreement between the coders was used, which was 0.81. In the quantitative part, the statistical population was all primary school teachers in Tehran (7515) in the academic year 2018-2019, which according to Krejcie and Morgan table, 367 people were selected as the sample size by multi-stage cluster sampling method. The research tool was a researcher-made questionnaire. Reliability of which was obtained by Cronbachchr('39')s alpha test of 0.85 Data were analyzed by SPSS, Lisrel and Amos softwares. Results: The findings showed that the components of professional ethics included "psychological characteristics", "communication-social characteristics", "technical-specialized characteristics" and "belief characteristics" and the effective factors included four factors: economic, social, organizational and individual. Quantitative results also showed that the professional ethics model can be predicted up to about 0.70 by the identified factors and the overall fit of the model was also confirmed (GOF = 0.44). Conclusion: Considering the predictive power of the identified factors for professional ethics, it can be concluded that the proposed model can be a good framework for improving the professional ethics of teachers.