Iranian English Teachers’ Ethical Sensitivity: A Mixed-Methods Study

The purpose in this study was to investigate ethical sensitivity among Iranian English teachers. A mixed-methods study was used to collect both quantitative and qualitative data through Ethical Sensitivity Scale Questionnaire (ESSQ) and interviews respectively. The results indicated that Iranian English teachers have a low level of ethical sensitivity in reading and expressing emotions, taking the perspectives of others, and identifying the consequences of actions and options. However, they scored higher in caring by connecting to others, working with interpersonal and group differences, and preventing social bias. Moreover, it was found that they did not have explicit knowledge of ethical theories and also needed training in how to make decisions in difficult situations or dilemmas. Pedagogical implications and suggestions for further research are discussed.

Keywords:

ethical sensitivity , ethical dilemmas , mixed-methods study