Designing a Model of Teachers’ Professional Ethics with Emphasis on Qur’anic Teachings: A Case Study of the Education System of Kerman Province

Hossein  Anjom Shoja; Alireza Manzari Tavakoli; Sanjar  Salajegheh

doi:10.61838/77v58282

Authors

Hossein Anjom Shoja PhD Student, Department of Management, Ke.C., Islamic Azad University, Kerman, Iran Author https://orcid.org/0009-0006-9657-0770
Alireza Manzari Tavakoli Department of Educational Sciences and Psychology, Ke.C., Islamic Azad University, Kerman, Iran https://orcid.org/0000-0003-4271-782X
Sanjar Salajegheh Department of Management, Ke.C., Islamic Azad University, Kerman, Iran Author https://orcid.org/0000-0003-2749-3522

DOI:

https://doi.org/10.61838/77v58282

Keywords:

teachers’ professional ethics, Qur’anic teachings, content analysis, thematic analysis, human resource management, education

Abstract

Purpose: The present study aimed to develop a model of teachers’ professional ethics with emphasis on Qur’anic teachings by integrating religious and educational perspectives within a human resource management approach.

Methods and Materials: This study adopted a qualitative approach and employed two methods: qualitative content analysis and thematic analysis. In the first stage, Qur’anic verses related to ethical, educational, and professional concepts were examined using qualitative content analysis. The units of analysis consisted of verses and concepts associated with professional ethics, which were selected through purposive sampling. Following coding, the main categories and subcategories were extracted. In the second stage, data obtained from semi-structured interviews with experts in education and professional ethics were analyzed using Braun and Clarke’s six-phase thematic analysis method. The trustworthiness of the findings was assessed using the criteria of credibility, dependability, transferability, and confirmability.

Findings: The qualitative content analysis of the Qur’an resulted in the extraction of 5 main categories, 23 subcategories, and 124 initial codes. The thematic analysis of the interviews also identified 5 main themes, 42 subthemes, and 210 initial codes. The final model of teachers’ professional ethics comprised five principal dimensions: teachers’ personal ethics and self-development, professional responsibility, interpersonal and relational ethics, justice and respect for the rights of others, and the teacher’s role as an ethical and educational model.

Conclusion: The findings demonstrated that teachers’ professional ethics is a multidimensional construct that, in addition to specialized competencies, encompasses personal characteristics, professional commitments, interpersonal relationships, justice orientation, and teachers’ educational responsibility. The proposed model can serve as a scientific framework for designing teacher empowerment programs, developing a professional code of ethics, and improving the human resource management system within the education sector.

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