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Despite the presence of codes and laws, ethical decision-making by educators continues to elude understanding. The purpose of this descriptive study was to explore factors in education ethical decision-making that may influence teacher behaviors in order to develop training materials for future teachers. Previously vetted scenarios based on actual educator misconduct were presented online to preservice teachers to identify agreement with constructs and intensity of moral concern as proposed in the Jones Model of Ethical Decision-Making (1991). Codes and laws focused on the results of decision-making do not probe the reasons behind immoral actions. Based on current survey data, educators can identify situations of differing moral intensity, determine moral intensity quickly, and make decisions about moral intensity based on various factors from personal experience and backgrounds. [ABSTRACT FROM AUTHOR]

The need for ethical educators is promulgated by educators, professional organizations, and state and national governments. With such a united triangulated cry, it would seem unlikely that confusion or complexity could arise from the singular need. However, the discourse on the legal and professional ethics of teachers is not clear. There is a need to look deep to understand why working professionals misbehave. Ethical values are internal thoughts that either become action or reside as a foundation for choices in the form of a personal mental model. These ethical values are organized as a mental model in the psyche of the individual. The mental model of an individual's ethical values may be explained or shown through their actions or words. Mental models exist at the level of the individual and may change over time through the experiences of life. The purpose of this study was to create a set of scenarios depicting ethical dilemmas faced by teachers and to validate these scenarios for future training in educator ethical decision-making. [ABSTRACT FROM AUTHOR]