Professional Ethics Study Of Primary And Secondary School Teachers In The Perspective Of The Economics

The way of being a teacher emphasizes learning and cultivation and values professional ethics. However, ethical standards to measure teachers in a society do not rest in the professional ethics advocated by the society but the real professional conduct of teachers. If the professional ethics developed and respected by the society is not recognized by teachers, or teachers'conduct and the requirements of the professional ethics are always not consistent, we must reflect upon the rationality of the professional ethics.With social and economic development, educational progress and the proposal of "professionalization", teachers gradually become the most complex role relationship facing by social groups and teachers face a variety of interest trade-off relationships in the professional activities. Teachers must not only enhance their inherent value and dignity in professional life, but also effectively coordinate the relationship and contradiction with education interest parties; however, for a long time, we ignore to grasp the interest in the construction of teachers'professional ethics. Through survey we found that the imbalance between morality and interest appears in teachers' professional life mainly in three aspects:First, boundedly rational misinterpretation leads to value confusion; Second, the miscalculation of costs and benefits leads to the increasing alienation between teachers and their professional ethics; third, opportunism tend leads teachers to seek illegitimate interests. Because of these problems, the level of teachers' professional ethics has always been difficult to get a real improvement. The reasons of these problems are that we make teachers' ethics excessively lofty for a long time, abandon the utilitarian of ethics so that it gradually alienates from the real life of teachers and set the one-sided "noble" ethics of teachers as the highest goal. Therefore, divine light is always imposed on teachers, and care of teachers is ultimately lost.In fact, the real basis of teachers'professional ethics is interests. Teachers' personal interests, self-interest nature and personal sweet and sour are the fundamental reasons for teachers to be self-interested, altruistic and harm the interests of others and themselves. Admittedly, any of teachers'actions contain both selfless and selfish purposes; however, self-love, self-interest, personal interests and personal sweet and sour are the fundamental reasons for these purposes. Moreover, teachers' interests are also the motivation of teachers'morality. Such an interest not only contains material interests but also spiritual interests. From an economic point of view, ethics is not only scarce, but also has self-serving. Furthermore, interest pursuing is the basis of ethical behavior. In terms of the mental activity when pursuing interests, it not only contains the good and evil fight in the heart but also the complex consideration and calculation of interests. The consideration and calculation of interest process is the cost-benefit analysis in economics. Cost-benefit analysis is the tool to analyze the relationship between consumed interests (cost) and obtained interests (benefit); its inner spirit is the pursuit of efficiency; the interest of actor is the starting point and ultimate goal of cost-benefit analysis. Since the self-interest and calculation features also exist in ethical behavior, the inner spirit and basic methods of "cost-benefit analysis" are applicable for the analysis of teachers' professional ethics. The nature of interests provides the possibility and necessity to the cost-benefit analysis. For most of the teachers, their ethical behavior also has the problem of costs and benefits; although moral costs and benefits of teachers in most cases (mainly refers to the spiritual aspect) are invisible, we cannot deny that moral costs and benefits restrain the behavior of teachers greatly. Teachers'moral goal is to maximize happiness, but in the pursuit of happiness, they have to face the dual constraints of costs and benefits. Moral costs and benefits are just like the "invisible hands" as Smith described, dominating teacher's behavior. Teachers are also under the constraints of the moral costs and benefits and face the game of interests while choosing the altruistic behavior to maximize happiness.For a long time, the point of views that teachers should pay attention to their saying and doing, serve selflessly regardless of pay and suffer for pleasure are deeply rooted in people's minds. However, in real life, to pursue the interest that is equal to one's labor is each person's (including teacher) legitimate right. We should accuse that teachers seek for personal interests improperly rather than questioning the self-serving motivation of teachers. Therefore, we should further think about the construction of teachers'professional ethics.Firstly, to reshape the assumption about human nature of teachers."Economic man" and "moral man", the two logical starting points of economics and ethics, are the two ideal types based on the assumption about human nature and the two opposed assumptions types."Economic man" is self-interested while "moral man" is altruistic. In real life, however, there are either teachers belonging to "economic man" or teachers belonging to "moral man" in the pure sense. We cannot intolerantly think that "self-interest" is moral evil. Professional ethics without any "self-interest" does not exist. Teachers should be "moral economic man", the organic unity of "economic man" and "moral man"."Moral economic man" combines the intercommunity of teachers' economic rationality and moral rationality and achieves the unity of the two. It is a not only new understanding of assumption about human nature of teachers, but also an important prerequisite for the construction of teachers'professional ethics.Secondly, to respect the personal interests of teachers. Ethics is the result of internal and external improvement. To realize the development of professional ethics of primary and secondary school teachers, it is necessary to straighten the relationship between morality and interests. We should view and analyze the relationship of interests and morality dialectically; blindly rejecting teachers' interests is wrong, but it doesn't mean that we should support teachers to obtain personal interests by all means. We should not only get back to reality from the deification, but also guide teachers to seek their interests fairly.Thirdly, to promote the internalization of professional ethics. The internalization of professional ethics is to embed "should do" of professional ethics norms in the inner world of teachers and make it the inherent needs of the teachers, so that teachers can consciously make their behavior consistent with the requirements of professional ethics norms without any pressure.In addition, to pay attention to teachers'moral rights and moral returns. Moral rights is the basic requirement for teachers to fulfill the moral obligation while moral return is the respect and reward of the teachers due to their moral behavior; the two have internal consistency. On the one hand, to maintain teachers'moral rights is a prerequisite for them to get moral return; only when teachers can freely choose their moral behavior, obtain respect from moral relations and shoulder moral responsibility can they require a fair evaluation from the society and others and get moral return and enjoy it. On the other hand, advocating teachers'moral return is to respect and maintain their moral right. We should affirm the positive significance of teachers'moral return and improve moral return system in order to protect and maintain teachers' moral right.Ethics is either the revelation of the god or the inborn "good will"; its presence is always associated with realistic interests. Of course, we affirm the interests of teachers; it doesn't mean that we agitate teachers to be not subject to any restrictions and constraints in the pursuit of personal interests; it also doesn't mean that we advocate interests or generalized interests. The profit-making goals and behavior of teachers must meet the requirement of ethics. On the basis to respect the legitimate interests of teachers, we should ensure that teachers could keep the ethics deep in their hearts and ensure that they could get proper moral right and moral returns. Only by doing this can we achieve the unity of the professional ethics and interests of teachers.