Arab teachers' understandings of the ethical code of teaching in Israel

Abstract Professional codes of ethics are essential for guiding teachers' moral responsibilities, yet Israel has no established ethical code for the profession—particularly within its Arab education system, which operates under complex socio‐political conditions. This qualitative multiple‐case study explored how 14 experienced Arab teachers in Israel understand the purposes, meanings and obstacles related to applying a professional ethical code in their schools. Semi‐structured interviews revealed that teachers conceptualize professional ethics through multiple frameworks: deontology (Kantian ethics) and virtue ethics underpin their commitment to teaching as a ‘higher calling’; care ethics, virtue ethics and social justice ethics shape their relationships with students; and care ethics alongside Kantian principles guide collegial interactions. However, participants identified significant barriers. They criticized the dominance of utilitarian, outcome‐based education that marginalizes values education and reduces teaching to measurable metrics. Teachers also called for an ethical code that legitimizes moral, civic and identity education—including attention to Palestinian Arab identity and cultural belonging—currently absent from state curricula. Most strikingly, participants raised serious concerns about personal and professional safety amidst escalating organized crime and violence in Arab society, questioning whether teachers can confront students from criminal families without state protection. The findings challenge top‐down policy approaches, advocating instead for a participatory, context‐sensitive ethical code that respects teacher autonomy, supports identity education and ensures a safe working environment as prerequisites for ethical practice.