Honesty as a Moral and Professional Virtue in Teaching: A Conceptual Framework Integrating Virtue Ethics, Teacher Identity, and Ethical Practice

Abstract

Despite widespread recognition of honesty as a core ethical value in education, its conceptual foundations and practical manifestations in teacher behavior remain under-theorized. This paper addresses the lack of conceptual clarity around honesty in teaching by offering a comprehensive synthesis that integrates virtue ethics, educational professionalism, and behavioral frameworks. The purpose of this study is to develop a multidimensional understanding of honesty as both a moral and professional virtue in teaching. Using a conceptual synthesis methodology, the paper draws on Aristotelian virtue theory, contemporary models of teacher professionalism, and empirical insights into educator conduct. It explores how honesty functions not only as an individual disposition but also as a relational and institutional value that shapes trust, authenticity, and pedagogical integrity. Key contributions include the development of a three-dimensional model of honesty in education , encompassing cognitive (truth-telling and transparency), emotional (authenticity and congruence), and behavioral (consistency and follow-through) domains. The paper further identifies significant challenges to honest practice, such as moral dilemmas, structural constraints, and institutional risks. Policy and practice implications are discussed, particularly in relation to teacher education reform, school leadership strategies, and the integration of character education with social-emotional learning. This study underscores the importance of embedding honesty within systemic frameworks that support ethical teacher development and institutional integrity. By clarifying the theoretical and practical dimensions of honesty, it provides a foundation for future research, policy design, and ethical training programs aimed at fostering honesty as a lived virtue in teaching.