ASIYE TOKER GOKÇE

Abstract：This study inquires ethical evaluation of teachers, investigating their moral reasoning to ethical decision making, in Turkey. Specifically three hypotheses were tested: Overall ethical awareness of teachers is high; Teachers will identify reasons for ethical evaluation related to philosophical values such as justice, deontology, utilitarianism, relativity and egoism; and the willingness of the teachers to take questionable actions is low. A survey was conducted among 117 teachers who were voluntarily participated to the survey. The author created eight scenarios in education context, and modified the Multidimensional Ethics Scale into Turkish. The scale was reduced into four dimension; justice, utilitarianism, relativism and egoism, after the modification process. Results revealed that, overall ethical awareness of the teachers is high. Secondly, philosophical values affect the participants' ethical evaluation; especially justice has the strongest effect on their ethical reasoning. Lastly, they are not willing to take the unethical action. This paper aimed to contribute ethics and education studies exploring teachers' ethical decision-making, using and philosophical values as reason.

Key words: Education, ethical evaluation, decision-making, MES, wrong doing, teacher.

总  结：本研究探讨的伦理评价使用基于场景的教师土耳其。审前更多的结果细节，一些方法的局限性应该承认。有可能是缺陷在选定的教师使用参与者，在其普遍性方面的到更广泛的人群。此外，自我报告的态度使用意味着教师响应可能仅仅反映了当时的社会规范，或受社会影响（公园等，2008）。此外，在本研究的样本可能不是教师的人口的代表在土耳其。此外，该方案的参与者被要求回答很具体的。尽管这个限制，这项研究提供了一些重要的见解。本研究的目的是引起伦理教师的意识。有三个假设的整体道德意识；教师是高（HI）；教师识别哲学价值相关的原因（正义，道义论，功利主义，相对主义利己主义）作为道德伦理方面的原因决策（H2）的意愿；老师把可疑的行动低（H3）。因此，研究应该有助于

通过对现存的文献教育工作者在土耳其的大多数研究已经研究了企业员工在西方世界国家。

出处：《Education》