Unveiling the ethos of integrity: exploring teachers’ understanding in Nepali public schools

Abstract Integrity is a complex and multifaceted concept that can vary depending on the cultural and social context in which it is understood and applied. It is crucial in education, serving as a moral and motivational force that encourages individuals to think, act, and behave ethically and constructively. As such, this study aims to explore the understanding of integrity among public schoolteachers in their workplace and how they practice it. This study unveils teachers’ integrity based on fieldwork conducted in two public schools between 2016 and 2018, along with additional visits to the study area until 2024, in the semi-urban and rural parts of the Kavre District, Nepal. The study used socio-cultural theoretical lenses to comprehend teachers’ integrity and employed the meaning-making process to construct meanings collaboratively with the participants, which allowed for a deeper understanding of their perspectives and experiences related to what integrity means. The findings suggest that teachers in both schools emphasize the five essential values of integrity (5Ts): time, task, transparency, trust, and teamwork. By emphasizing and prioritizing these values, teachers helped establish an environment in which integrity is valued and encouraged at the school. However, integrity was understood and practiced differently depending on the setting of those schools. In one school, teachers’ practice of integrity was reflected in terms of accountability, transparency, and commitment to their professional responsibilities; in the other, it was shaped by interpersonal relationships, institutional culture, and contextual expectations. In conclusion, the prevailing culture shaped how teachers understand, follow, and prioritize integrity in schools. Teachers with a strong sense of agency are more likely to adapt to the school context, enabling them to generate creative solutions when faced with challenges.