Predictors of Teachers' Ethical Behavior: School Ethical Climate and Teachers' Professional Moral Courage

This study aims to examine the predictive effects of school ethical climate and teachers’ professional moral courage on teachers’ ethical behavior. The study employed a relational (correlational) research design. The sample consisted of 323 teachers working at various levels in public schools in Kilis, Turkey, during the 2025–2026 academic year. Data were collected using the Teacher Ethical Behavior Scale, Organizational Ethical Climate Scale, and Professional Moral Courage Scale, along with a personal information form. Analyses were conducted using SPSS, including descriptive statistics, correlation analyses, and hierarchical regression. Findings indicate that teachers perceive high levels of ethical behavior and school ethical climate, while professional moral courage levels range from medium-high to high. Positive and significant relationships were found between all variables, with the strongest relationship observed between teachers’ ethical behavior and professional moral courage. Hierarchical regression analysis revealed that school ethical climate alone explains 24.5% of teachers’ ethical behavior, while the inclusion of professional moral courage increases the explanatory power to 45.5%. These results suggest that a positive school ethical climate supports teachers’ ethical behavior, while professional moral courage plays a decisive role in translating ethical values into action. The study provides practical implications for school administrators regarding the development of ethics-based school climates and the enhancement of teachers’ professional moral courage.