Redefining the Moral Attributes of an Excellent Secondary School Teacher

Abstract

This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives to guide morally acceptable teacher behavior, focusing on their function as role models in shaping students’ moral consciousness, as informed by Kohlberg’s theory of moral development. Through a multidisciplinary approach integrating philosophy, psychology, pedagogy, sociology, and anthropology, the essay provides a comprehensive framework for understanding the complexity of the teaching profession. The results offer a foundation for future empirical studies and the development of teacher training programs to enhance educational quality.

1. Introduction

ta megála pánta episphalé

“For all great things are precarious”

(Plato, 1976, Republic, 497d)

Rarely has anyone not formed an idea of what an ideal teacher should be, based on their schooling experiences. Excellent teachers remain etched in memory as exemplars of inspiration, often shaping students’ lives far beyond the classroom by instilling values, virtues, critical thinking, and a love for learning, while weaker ones fade into obscurity, leaving little impact. These formative experiences highlight the profound influence teachers wield, not only in academic development but also in shaping character and moral understanding, often serving as the first non-familial moral exemplars for adolescents. Teachers are not just educators but also moral architects, guiding students through the turbulent years of secondary socialization where they begin to form their identities and values independent of familial influences. This essay engages in this cognitive and axiological discourse, addressing the research question (RQ1): what are the moral virtues, fundamental characteristics, or main attributes defining the essence of an excellent high school teacher, distinguishing them axiologically from a weak one?

The concept of an excellent teacher is not merely a personal reflection but a societal imperative, rooted in the transformative power of education. Education shapes individuals, communities, and entire civilizations, serving as a cornerstone of societal progress, cultural continuity, and ethical development. As Plato argued, teachers are tasked with educating youth in the image of truth, justice, and beauty to prevent ignorance and indifference from mutilating their souls (Plato, Republic, 535e, 540a–b). In the Republic, Plato envisioned education as a means to cultivate virtuous citizens capable of upholding the ideal state, a vision that resonates with modern educational goals of fostering critical thinking, civic responsibility, and moral integrity. Such a philosophical ideal underscores the teacher’s role as a moral exemplar, a guide who not only imparts knowledge but also shapes character, preparing students to contribute meaningfully to society. Plato’s emphasis on the precarious nature of great endeavors, as reflected in the opening quote, reminds us that the pursuit of educational excellence is both noble and challenging, requiring unwavering commitment, ethical grounding, and a deep sense of purpose. Beyond individual impact, teachers contribute to the collective moral fabric of society, ensuring that future generations are equipped to address complex global challenges with wisdom and compassion.

To avoid subjective pluralism, where “every man is the measure of all things” (Protagoras), we adopt a Socratic–Platonic approach, seeking universal principles through Kantian deontological ethics. Protagorean relativism poses a significant challenge: if all judgments are subjective, how can we define an excellent teacher without falling into arbitrariness? The Slovenian proverb, “Every eye has its painter,” further illustrates this dilemma, suggesting that perceptions of excellence vary widely based on individual experiences, cultural backgrounds, and personal biases. To counter universal skepticism, we follow Socrates and Plato’s strategy against sophistry, aiming to define concepts with universal and necessary validity. Socrates’ method of questioning, as seen in Plato’s dialogs like the Meno (where he explores the nature of virtue through inquiry) or Euthyphro (where he examines the essence of piety through rigorous dialog), seeks to uncover objective truths through critical examination, a method we apply to distill the moral essence of teaching. By grounding our analysis in Kantian ethics (Kant, 1964), we ensure that our definition of an excellent teacher transcends subjective opinion, offering a framework that is both philosophically robust and practically applicable, capable of providing consistent guidance across diverse educational contexts.

The perception of an excellent teacher also varies across cultural and global contexts, which adds complexity to defining universal moral attributes. In collectivist cultures, such as those in East Asia (e.g., Japan or South Korea), teachers are often seen as authoritative moral exemplars whose role is to foster group harmony, discipline, and societal conformity, aligning with Kohlberg’s conventional stage of moral development. For example, in Japanese schools, teachers might emphasize collective responsibility, encouraging students to work together on group projects or adhere to strict classroom norms to maintain harmony. In contrast, individualist cultures, such as those in Western countries (e.g., the United States or Canada), often prioritize fostering student autonomy, creativity, and critical thinking, encouraging progression toward Kohlberg’s post-conventional stage where decisions are based on universal ethical principles rather than societal norms. In an American classroom, a teacher might encourage students to debate controversial topics independently, fostering individual expression and ethical reasoning. These cultural differences highlight the need for a flexible yet principled framework that can be adapted to diverse educational settings while maintaining ethical consistency. Our maxims, grounded in Kantian ethics (Kant, 1964), aim to provide such a framework, offering universal principles that can be contextualized to meet varying cultural expectations, ensuring that teachers remain effective moral guides regardless of their cultural environment.

A good teacher differs from a weak one in intellectual and moral virtues, character traits, and professional competencies. The purpose of a high school teacher is to provide quality education, foster knowledge, skills, and critical thinking, and support students’ development into competent, responsible citizens who can navigate the complexities of modern life, from technological advancements to global ethical dilemmas (Darling-Hammond, 2021; Feder & Cramer, 2023). Teacher identity, shaped by ethical and professional dimensions, is critical to their effectiveness (Beauchamp, 2019; Feser & Haak, 2023). This identity is not static but evolves through experience, reflection, and interaction with students, colleagues, and the broader educational community, highlighting the dynamic nature of teaching as a profession. Teachers must also cultivate a sense of purpose, aligning their personal values with the ethical demands of their role, to remain motivated and impactful in their mission to educate and inspire. For instance, a teacher who sees their role as a calling rather than a job is more likely to go beyond the minimum requirements, investing time in mentoring students or developing innovative lessons, thereby leaving a lasting impact on their students’ lives.

Teachers play a significant role in students’ moral development, drawing on Kohlberg’s (1984) theory of moral development and ethical frameworks like Noddings’ (2015) ethics of care. Contemporary challenges further underscore the need for moral and professional excellence. Teaching Generation Z, a cohort characterized by digital nativity, shorter attention spans, and a preference for interactive learning, requires innovative pedagogical strategies that balance engagement with depth (Mesquita, 2021). Developing digital competencies, such as integrating technology like virtual simulations, online collaboration tools, or gamified learning platforms into lessons, is essential for modern education (Fernández-Batanero et al., 2022). For example, using virtual reality to simulate historical events in a history class can make learning more immersive, while online platforms like Padlet can foster collaborative brainstorming across subjects. Fostering “teacher immunity”—resilience to professional challenges like burnout, administrative pressures, or student disengagement—is equally critical, as it enables teachers to maintain their effectiveness under stress (Dobakhti & Khalili, 2024). The COVID-19 pandemic exacerbated these challenges, forcing teachers to adapt to online learning, manage student disengagement through virtual platforms, and address emotional well-being, all while maintaining educational quality (Moulin-Stożek et al., 2022). Teachers had to quickly learn to use tools like Zoom or Microsoft Teams, create engaging asynchronous content, and provide emotional support through virtual check-ins, demonstrating the adaptability and resilience required to uphold their moral duties in unprecedented circumstances.

Educational psychology provides further insight into effective teaching practices, emphasizing empathy, student support, and adaptation to diverse learning styles. Teachers must foster expertise, creativity, and a student-centered approach to meet the needs of varied learners, ensuring that all students feel valued and supported (Woolfolk, 2019). Theories of teacher development stress the importance of reflection, continuous learning, and professional identity formation, which enable teachers to grow and adapt throughout their careers (Beijaard & Meijer, 2017). Reflection, in particular, allows teachers to critically assess their methods, identify areas for improvement, and align their practice with ethical principles, fostering a cycle of growth and self-improvement. For instance, a teacher might reflect on a lesson that failed to engage students, realizing that a lack of interactive elements was the issue, and then incorporate group activities or multimedia in future lessons to improve engagement. Moreover, teachers must navigate tensions between tradition and progress, avoiding rigid conservatism (clinging to outdated methods like rote memorization) or unrealistic utopianism (pursuing unfeasible ideals like fully individualized curricula without sufficient resources), to remain aligned with the Zeitgeist of modern education. This balance ensures that teachers remain relevant and effective in an ever-changing educational landscape, capable of meeting the needs of both students and society while preparing students for a future that demands adaptability and ethical awareness.

2. Main Assumptions

The method of this conceptual article is rooted in a philosophical synthesis of Aristotle’s practical philosophy (especially its ethics of virtues (Aristotle, 2004), and politics (Aristotle, 1998). Husserl’s phenomenology (reducing experience to essences), axiology (the general study of values), Kant’s deontological ethics (Kant, 1964), and Kohlberg’s theory of moral development (Kohlberg, 1981, 1984, 1987). These philosophical foundations are complemented by interdisciplinary insights from pedagogy, sociology, anthropology, economics, and history to provide a holistic understanding of the teacher’s role in society.

Kohlberg’s theory posits that moral reasoning develops through six stages grouped into three levels: pre-conventional (self-interest, obedience), conventional (social conformity, law and order), and post-conventional (universal principles, social contract) (Kohlberg, 1981, 1984, 1987). High school students, typically at the conventional stage, evaluate actions based on societal expectations and rely on teachers as role models for proper behavior. For example, a student at this stage might conform to classroom rules to gain approval from peers or authority figures, such as completing homework to avoid disapproval, but an excellent teacher can guide them toward post-conventional reasoning by modeling decisions based on universal ethical principles, such as fairness and justice. This guidance might involve encouraging students to question unjust rules or practices—e.g., discussing why a school policy might unfairly disadvantage certain students, such as a dress code that disproportionately affects low-income students—and fostering a deeper understanding of ethical decision-making. Kant’s deontological ethics, emphasizing that actions must be morally correct as causes to yield valid consequences, informs our 15 maxims to guide teachers in fostering students’ progression to these higher moral stages (Kant, 1964). To illustrate, Kant’s categorical imperative can be compared to a universal traffic rule: if everyone ignored red lights, chaos would ensue, just as a teacher’s actions must align with principles that could be universally applied without contradiction, such as treating all students fairly. Kant’s formula of universal law ensures that teachers’ actions are morally grounded and universally applicable, providing a stable ethical foundation for their role as educators and moral exemplars.

Contrasting Ethical Frameworks and Interdisciplinary Perspectives

While Kantian deontological ethics provides a robust framework for our maxims, contrasting it with other ethical theories can enrich our understanding of the teacher’s moral role. Utilitarianism, as proposed by John Stuart Mill, suggests that actions should maximize overall happiness or utility, which might lead a teacher to prioritize the collective good of the class over individual needs. For instance, a utilitarian teacher might focus on activities that benefit the majority, such as group projects that engage most students, potentially overlooking struggling students who need more individualized attention, whereas Kant’s approach (e.g., Maxim 2) insists on treating each student as an end in themselves, ensuring that no one is neglected. Similarly, Aristotle’s virtue ethics emphasizes the development of character traits like justice, prudence, and practical wisdom (phronesis) (see The Nicomachean Ethics, Books II–VI) (Aristotle, 2004), suggesting that an excellent teacher should cultivate virtues that enable them to make contextually appropriate decisions, balancing strict rules with empathetic understanding. For example, a teacher employing virtue ethics might focus on developing patience through reflective practice, ensuring they respond to student needs with wisdom rather than frustration.

Additionally, Noddings’ (2015) ethics of care offers a complementary perspective, emphasizing relational ethics and the importance of caring relationships in education. This approach aligns with maxims like M9 (empathy) and M6 (respect for individuality), suggesting that an excellent teacher builds trust through genuine care, prioritizing students’ emotional well-being alongside their academic growth. For instance, a teacher might spend extra time after class helping a student process a personal challenge, demonstrating care that fosters a sense of security and belonging. An existentialist perspective, inspired by thinkers like Sartre (1964), could further enrich this framework by highlighting the teacher’s role in fostering students’ freedom and authenticity, encouraging them to define their own values and purposes, which aligns with Kohlberg’s post-conventional stage. For example, a teacher might encourage students to explore their personal beliefs through reflective essays or debates, helping them develop a sense of authentic selfhood.

From an interdisciplinary standpoint, sociology highlights the teacher’s role in social reproduction and mobility, as they either reinforce or challenge existing social structures through their teaching practices (Bourdieu & Passeron, 1977). For instance, a teacher who ensures equitable opportunities for all students, regardless of socioeconomic background, can help break cycles of inequality, aligning with maxim M10 (fairness). Anthropology provides insights into how cultural norms shape educational expectations, reinforcing the need for cultural sensitivity in applying our maxims, as discussed earlier. Economics adds another layer by examining the cost–benefit dynamics of teacher training and retention, suggesting that investing in ethical training for teachers (e.g., workshops on Kantian and Aristotlean ethics) can yield long-term societal benefits by producing morally responsible citizens who contribute to economic stability. These interdisciplinary perspectives underscore the broader significance of the teacher’s role, positioning them as key agents of social, cultural, and economic transformation.

An excellent teacher adheres to deontological ethics, modeling moral behavior through expertise, pedagogical skills, communication, and adaptability. They possess the necessary academic education and self-critical teaching experience, nurturing a range of pedagogical knowledge, skills, and competencies to effectively engage students. Their communication skills enable clear interaction with students, colleagues, parents, and the public, ensuring that educational goals are understood and met across diverse stakeholders. Organizational abilities are equally crucial, allowing teachers to plan lessons efficiently, monitor student progress through formative and summative assessments, and manage classroom dynamics to create a conducive learning environment. They balance tradition and progress, avoiding conservatism (defending outdated values like strict authoritarianism) or utopianism (chasing unrealistic ideals like fully personalized learning without systemic support), and maintain a zeitgeist-aligned approach that keeps pace with contemporary educational demands. For instance, integrating technology like interactive whiteboards or online learning platforms, while preserving core pedagogical principles such as Socratic questioning to encourage critical thinking, reflects this balance, ensuring that teaching remains relevant without losing its foundational values. This balance also prepares students for a future where they must navigate both traditional ethical dilemmas and modern technological challenges, such as the ethical use of artificial intelligence in their professional lives.

The essay also draws on axiology to explore the value-normative dimensions of teaching. Axiology, as the study of values, helps distinguish the intrinsic worth of teaching as a moral and intellectual endeavor, emphasizing its role in fostering human flourishing and societal good. Phenomenology, inspired by Husserl, reduces teaching experiences to their essential moral attributes, focusing on the lived experience of teaching and its ethical core—what it means to truly connect with a student and facilitate their growth, such as the moment a struggling student finally grasps a concept after patient guidance, or the joy of seeing a shy student gain confidence through encouragement. Aristotle’s practical philosophy informs our focus on virtues like justice, prudence, and temperance in professional practice (Aristotle, 2004), which align with the moral duties of a teacher and the cultivation of a balanced character, even if not directly cited due to age constraints. These philosophical lenses collectively provide a robust framework for defining the moral attributes of an excellent teacher, grounding our maxims in both theoretical and practical considerations, and offering a holistic view of teaching as both an ethical and intellectual pursuit that shapes not only individual students but also the broader societal landscape.

3. Main Outcomes

An excellent secondary school teacher is not merely an expert in their field but possesses moral qualities that inspire, encourage, and empower students to become active, responsible citizens and lifelong learners. Schools, educational authorities, and legislators should prioritize these attributes in professional development and teacher education programs, ensuring that teachers are equipped to meet the moral and intellectual demands of their role (Feder & Cramer, 2023). Based on Kantian deontological ethics, we propose 15 maxims and corollaries as categorical imperatives to define the value-normative stance and acceptable moral behavior of an excellent teacher:

• Maxim 1: Act in such a way that the maxim of your will can be universalized into a general rule of behavior of a best teacher!
• Maxim 2: Act in such a way that you always intrinsically consider students, colleagues, and other stakeholders in the pedagogical–educational process as ends in themselves, never merely as a means and/or instruments to an end!
• Maxim 3: Be benevolent!
  • Corollary M3: An excellent teacher is primarily a good person, because only a personality with good character can become and be a good teacher, which means that without decency, all other abilities and skills are worthless; moreover, they remain without real value and therefore, with their kindness, or bona fide, a teacher may and should play the role of an example to their students.
• Maxim 4: Act in such a way that you focus on student learning!
  • Corollary M4: Because your primary concern is that your students learn as much as possible and develop both as students and as individuals.
  • Corollary M4.1: Your opposite is a weak teacher who focuses on themselves and their own knowledge, caring less about whether students really learn or mostly just have fun.
• Maxim 5: Be motivated by an internal passion for education!
  • Corollary M5: Because a good teacher is one who wants to share their knowledge with others and help them realize their potentials and talents; they enjoy teaching and transmit that enthusiasm to their students.
  • Corollary M5.1: Your opposite is a weak teacher since they are motivated by external factors, such as salary, rewards, fame, or status, which makes them actually demotivated and unenthusiastic, negatively impacting their teaching and their students.
• Maxim 6: Respect the personality of your students!
  • Corollary M6: Because a good person is one who understands that their students are individual beings with different cognitive needs, abilities, and limitations.
  • Corollary M6.1: A weak teacher, as your stark opposite, is one who does not respect students and often humiliates or belittles them, trampling on their dignity.
• Maxim 7: Be responsible and professionally competent!
  • Corollary M7: Therefore, come to class on time, prepare for lessons, and behave in accordance with the ethical principles of the teaching profession.
  • Corollary M7.1: A weak teacher is irresponsible and unprofessional, often late for class and unprepared, thus having to improvise; they behave inappropriately, rudely, and incompetently.
• Maxim 8: Be flexible and able to adapt to the different needs of students!
  • Corollary M8: Because whoever understands that there is no single way of teaching that suits everyone is willing to adapt their methods and techniques to the individual needs of students.
  • Corollary M8.1: A weak teacher is weak, rigid, and inflexible, insisting that all students learn in the same way.
• Maxim 9: Be patient and empathetic!
  • Corollary M9: Because, in contrast to a weak teacher, who is impatient and intolerant towards students who fail to keep up with the pace of the teaching they dictate (impose), a good teacher understands that each student has their cognitive limits, a personal learning rhythm, and faces various difficulties.
• Maxim 10: Be consistent, fair, and just!
  • Corollary M10: Precisely because of this, they assess students based on their knowledge and progress and do not favor anyone.
  • Corollary M10.1: A weak teacher is one who is biased and unfair in grading; students will remember this for a lifetime and will never forgive them.
• Maxim 11: Be open to feedback and willing to learn from your mistakes!
  • Corollary M11: That is why they are always ready to listen to constructive criticism and use it to improve their teaching.
  • Corollary M11.1: Their opposite is weak because they cannot tolerate criticism and do not want to learn from their mistakes.
• Maxim 12: Collaborate with colleagues, parents, school administration, and other stakeholders!
  • Corollary M12: Because they understand that education and upbringing is teamwork, they are ready to collaborate with others to provide the best possible education to students.
  • Corollary M12.1: A weak teacher does not collaborate with others and works in isolation, always on their own.
• Maxim 13: Act in such a way that you never let laziness of spirit, fatigue, and daily routine take hold of you!
  • Corollary M13: Because, without agility, freshness, creativity, and openness of spirit, there is no basic energy with which teachers can move things from where they would otherwise remain if left undisturbed in school and beyond.
• Maxim 14: Act in such a way that you avoid fanaticism, fundamentalism, or any kind of radicalism!
  • Corollary M14: The postmodern high school must become a space free from the abnormalities of late Modernity and secured with a security fence to be directed towards freedom to achieve everything that is healthy: (i) common sense in the sense of the common feeling of its members to distinguish right from wrong and normal and decent from abnormal and indecent behavior; (ii) a healthy mind in a healthy body; (iii) a healthy moral sense to distinguish what is good, right, and permissible from what is evil, wrong, and impermissible; and, in short, (iv) a healthy life.
• Maxim 15: Act in such a way that whatever you want to say and/or do, do it publicly!
  • Corollary M15: Because anything you have to hide from the eyes of the public or anyone else means that there is some moral problem or hazard in itself that you are aware of; if that is so, then it means that you should not say and/or do such a thing at all. So, speak and act in ways you would not hesitate to make public.

These maxims are grouped into three categories to clarify their relationships and strengthen their argumentation:

• Personal Development and Moral Integrity (M1, M3, M5, M11, M13, M14, and M15): Emphasize goodwill, passion for education, self-improvement, openness to criticism, combating negative influences, moderation, and transparency. These maxims focus on the teacher’s character and personal growth, aligning with Kant’s concept of moral autonomy and the cultivation of virtues necessary for ethical living. They ensure that teachers develop the inner strength and ethical grounding needed to navigate the challenges of their profession, fostering a sense of integrity that resonates with students and colleagues alike.
• Professionalism and Responsibility (M4, M7, M8, M10, and M12): Highlight competence, dedication, adaptability, fairness, and cooperation. These maxims address the teacher’s professional duties, reflecting Kant’s emphasis on duty and responsibility as the foundation of ethical action in a professional context. They underscore the importance of maintaining high standards in all aspects of teaching, from lesson planning to stakeholder engagement, ensuring that teachers uphold the trust placed in them by society.
• Respect and Consideration (M2, M6, and M9): Focus on acknowledging the individuality, dignity, needs, and feelings of students and other stakeholders. These maxims align with Kant’s formula of humanity, promoting empathy and respect as essential components of moral interactions and ensuring that teachers prioritize the well-being and growth of those they serve, creating a classroom environment where every student feels valued and supported.

These categories, derived from Kant’s deontological ethics, align with Kohlberg’s theory, positioning teachers as role models for higher-level moral reasoning based on universal ethical principles. The categorization reduces complexity, making the ethical framework more accessible while maintaining philosophical rigor. By grouping the maxims, we also highlight their interconnectedness, showing how personal integrity, professional responsibility, and respect for others collectively shape the ideal teacher. This structure provides a clear roadmap for teachers to follow, ensuring that their actions are both ethically sound and practically effective and offering a blueprint for educational systems to cultivate morally excellent educators.

4. Discussion

The 15 maxims are supported by empirical studies, enhancing their academic rigor and practical applicability. Below, we integrate these studies to reinforce our arguments, connecting each maxim to Kant’s categorical imperatives and Kohlberg’s stages of moral development, while providing detailed analyses, real-life examples, and broader implications to underscore their relevance in diverse educational contexts:

Ad Maxim 1: This maxim echoes Kant’s first categorical imperative, requiring teachers to act in ways that can be universalized. The National Education Association’s Code of Ethics underscores the importance of universal ethical standards (NEA, 2025). For example, a teacher contemplating favoritism must ask, “Do I want all excellent teachers to favor students based on external factors like personal connections or extracurricular involvement?” The answer is no, as this would undermine educational integrity and fairness, leading to resentment among students and eroding trust. In an urban school with diverse student backgrounds, a teacher might face pressure to favor students from influential families, but adhering to this maxim ensures equitable treatment, such as assigning group roles based on merit rather than social status. In a rural school, where resources are scarce, the teacher might apply this maxim by ensuring that all students have access to limited materials, such as rotating use of a single classroom computer for research. Consistent application of this maxim promotes students’ moral development toward Kohlberg’s post-conventional stages, where decisions are based on universal principles like justice and equality. Teachers must model consistency in their actions, ensuring that their behavior reflects universalizable principles across different contexts, such as grading, discipline, and classroom interactions. This maxim also encourages teachers to reflect on their motivations, ensuring that their actions align with the greater good of education rather than personal biases or short-term gains, fostering a classroom environment where ethical principles are visibly upheld and students learn to value fairness and integrity in their own lives.

Ad Maxim 2: Treating students and colleagues as ends aligns with Kant’s second categorical imperative, emphasizing respect for human dignity. A Scandinavian study highlights teachers’ ethical responsibility to guide students intrinsically, fostering their development as autonomous individuals (Cronqvist, 2020). By modeling respect and dignity, teachers cultivate empathy and understanding, key to Kohlberg’s higher stages. This maxim’s universality extends to other professions (e.g., medicine, law), where treating individuals as ends is paramount, illustrating its broad ethical relevance. Teachers must avoid instrumentalizing students for personal gain, such as using their achievements to boost professional reputation or secure promotions. For instance, assigning extra tasks to a high-performing student solely to impress school administrators violates this maxim, as it prioritizes the teacher’s interests over the student’s well-being. Instead, teachers should focus on nurturing each student’s potential, ensuring that their actions serve the student’s intrinsic growth, such as providing tailored support to help them overcome challenges. In an international school with students from diverse cultural backgrounds, a teacher might apply this maxim by ensuring that a refugee student receives additional language support to succeed, rather than using their story for a school publicity campaign. In a collectivist culture like Japan, this maxim might emphasize fostering group harmony by ensuring all students feel valued, while in an individualist culture like the U.S., it might focus on empowering each student’s unique potential, highlighting the need for cultural sensitivity in its application. This maxim also encourages teachers to foster a classroom culture where students learn to value each other as ends, promoting mutual respect and collaboration across diverse backgrounds, which prepares them for global citizenship in an interconnected world.

Ad Maxim 3: Benevolence and integrity are essential for role modeling. Research shows that benevolent teachers positively influence moral development by creating supportive environments that foster trust and mutual respect (California State University, Chico, 2017). This maxim aligns with Kant’s concept of goodwill (bona fide), emphasizing kindness without permissiveness. A benevolent teacher is strict yet focused on student well-being, distinguishing between discipline that promotes learning and humiliation that undermines dignity. For example, a teacher correcting a student’s mistake should do so constructively, perhaps by offering additional resources, scheduling a one-on-one session, or framing the correction as an opportunity for growth, rather than a failure. In a school with high rates of student anxiety, a teacher might apply this maxim by creating a safe space for students to express their concerns, such as through anonymous feedback forms or class discussions on mental health, demonstrating kindness that supports emotional growth. Benevolence also extends to interactions with colleagues and parents, where kindness and fairness build a collaborative educational community. For instance, supporting a struggling colleague by sharing resources or advocating for a parent’s concern during a school meeting reflects this principle. In a rural African school, a teacher might show benevolence by organizing community support for a student whose family cannot afford school supplies, ensuring that they can continue learning without humiliation. This maxim underscores the teacher’s role as a moral exemplar, whose character shapes students’ understanding of ethical behavior and sets a standard for interpersonal relationships within the school community, encouraging students to emulate these qualities in their own interactions and fostering a culture of kindness and mutual support.

Ad Maxim 4: Effective teachers prioritize student learning outcomes, setting clear expectations and fostering intellectual and personal development (Spark, 2022). This maxim underscores the teacher’s duty to focus on students’ needs over self-promotion, aligning with Kant’s emphasis on duty and promoting autonomous moral reasoning per Kohlberg. Teachers must design lessons that engage diverse learners, using varied didactic methods to ensure accessibility and relevance. For instance, incorporating group projects, interactive discussions, multimedia resources, and real-world applications—like analyzing current events in a history class—can address different learning styles, ensuring that all students have opportunities to succeed. In an urban school with overcrowded classrooms, a teacher might apply this maxim by using peer tutoring to ensure that struggling students receive attention, while high achievers are challenged with independent research tasks. In a rural school with limited technology, the teacher might use locally relevant examples, such as agricultural cycles to teach biology, to make learning meaningful. This maxim also requires teachers to assess student progress holistically, considering not just academic performance but also emotional and social growth, to support their overall development. Regular feedback, such as providing detailed comments on assignments, helps students understand their strengths and areas for improvement, fostering a growth mindset that encourages lifelong learning and resilience in the face of challenges.

Ad Maxim 5: Intrinsic passion drives engagement, unlike extrinsic motivations like salary or status. A passionate teacher seeks innovation, supports students beyond the classroom, and inspires lifelong learning (Rayner & Papakonstantinou, 2024), modeling goodwill and enthusiasm per Kant and Kohlberg. For instance, organizing extracurricular activities, such as a debate club, science fair, or literature circle, reflects a commitment to students’ holistic development by providing opportunities for exploration and growth outside formal lessons. In a school in a low-income area, a passionate teacher might start a free after-school program to help students with homework, ensuring that they have the support they need to succeed despite limited resources at home. Passion also manifests in the teacher’s willingness to explore new teaching methods, such as gamification (using educational games to teach concepts like math through puzzles) or flipped classrooms (where students review material at home and engage in activities in class), to make learning more engaging. In an international school, a teacher might use their passion to create a cultural exchange program, encouraging students to share their traditions through presentations or performances, fostering cross-cultural understanding. By demonstrating enthusiasm, teachers encourage students to develop a love for learning, which is essential for their moral and intellectual growth, and inspire them to pursue knowledge independently, fostering a sense of curiosity, self-motivation, and global awareness that prepares them for a diverse and interconnected world.

Ad Maxim 6: Respecting individuality fosters a positive learning environment, acknowledging students’ unique needs, abilities, and backgrounds. This maxim aligns with Kant’s formula of humanity, encouraging empathy and respect, which support Kohlberg’s moral development. Disciplinary measures should promote learning, not humiliation, such as addressing misbehavior privately to preserve dignity—e.g., discussing a student’s disruption after class rather than publicly reprimanding them. Teachers must also navigate cultural and socioeconomic diversity, ensuring inclusivity by adapting lessons to reflect students’ experiences. For example, incorporating the literature from diverse cultures, discussing global perspectives on historical events, or using examples that resonate with students’ lived experiences (e.g., discussing economic concepts through local community issues) can make learning more relevant and inclusive, fostering a sense of belonging and mutual respect among students (Evangelista & Thrower, 2022). In a school with a large immigrant population, a teacher might apply this maxim by creating bilingual resources or celebrating cultural holidays, ensuring that students feel seen and valued. In a rural setting, where students might face isolation, the teacher might organize community-building activities, such as a class garden project, to foster connection and respect. Socio-emotional learning (SEL) frameworks further support this maxim by emphasizing the importance of understanding and valuing students’ emotional needs, which enhances their sense of safety and trust in the classroom, enabling them to thrive both academically and socially.

Ad Maxim 7: Competence and responsibility impact student achievement, requiring thorough preparation and adherence to professional standards (ASCD Annual Report, 2020). Responsible teachers plan lessons, meet deadlines, and engage in continuous professional development, modeling duty and professionalism per Kant and Kohlberg. They stay updated on pedagogical trends, such as digital tools (e.g., using learning management systems like Google Classroom) or inquiry-based learning, to enhance teaching effectiveness. For example, attending workshops on educational technology, participating in peer mentoring programs, or joining professional learning communities can improve their skills, ensuring that they remain competent and relevant. In a high-pressure urban school, a teacher might apply this maxim by meticulously planning lessons to maximize limited class time, ensuring that every student receives quality instruction despite large class sizes. In a rural school with limited access to professional development, the teacher might take initiative by forming a local teacher study group, sharing resources and strategies with colleagues. This maxim also emphasizes accountability, requiring teachers to take responsibility for their mistakes and seek solutions, such as revising a poorly received lesson plan after reflecting on student feedback, demonstrating commitment to growth and excellence that inspires students to take responsibility for their own learning.

Ad Maxim 8: Flexibility accommodates diverse needs, supporting inclusive education. By adapting to students’ abilities, teachers model respect and empathy, fostering Kohlberg’s higher stages. Balancing individual needs with curriculum demands is challenging, requiring creative strategies like differentiated instruction. For example, a teacher might use visual aids like diagrams for visual learners, provide written summaries for those who prefer reading, and offer hands-on activities like experiments for kinesthetic learners, ensuring that all students can access the material. In a school with students who have learning disabilities, a teacher might apply this maxim by collaborating with special education staff to modify assignments, such as providing audio versions of texts for dyslexic students. In an international school, flexibility might involve adjusting lesson pacing for non-native speakers, ensuring they can keep up without feeling overwhelmed. Flexibility also applies to classroom management, where teachers must adjust their approach based on student dynamics, such as using restorative practices to address conflicts—bringing students together to discuss issues and find solutions—rather than punitive measures that may alienate them (Gaudry & Lorenz, 2018; Gordon, 2014; Tomlinson & Moon, 2013). From a utilitarian perspective, this maxim might be interpreted as maximizing overall student engagement by adapting to the majority’s needs, but Kant’s approach ensures that no student is overlooked, highlighting the ethical tension between collective and individual goods in education. This balance ensures that all students, regardless of their abilities or backgrounds, have the opportunity to thrive, fostering an inclusive environment that prepares them for diverse societal interactions.

Ad Maxim 9: Patience and empathy create supportive environments, allowing students to learn at their own pace. This maxim aligns with Kant’s respect for human dignity, promoting moral reasoning based on justice and equality per Kohlberg. Teachers must remain patient with struggling students, offering guidance without frustration, to build trust and confidence. For instance, a student struggling with math might benefit from extra practice sessions, a different explanation using real-world examples (e.g., calculating discounts to teach percentages), or peer tutoring, rather than being rushed or criticized. In a school with high rates of poverty, a teacher might apply this maxim by understanding the external stressors students face, such as food insecurity, and providing support through referrals to school counselors or local charities. In an urban school with a fast-paced curriculum, the teacher might offer flexible deadlines for students dealing with personal challenges, ensuring they can succeed without undue pressure. Empathy also extends to understanding students’ external challenges, such as family issues, mental health struggles, or socioeconomic barriers, and providing support through counseling referrals, flexible deadlines, or creating a safe space for them to express their concerns. Socio-emotional learning (SEL) research supports this maxim by showing that empathy in teachers fosters students’ emotional regulation and social skills, which are critical for their moral and academic growth (Durlak et al., 2015). A virtue ethics perspective would further emphasize the cultivation of empathy as a character trait, encouraging teachers to develop this quality through reflective practice and professional development, ensuring that they can respond to students’ needs with compassion and understanding.

Ad Maxim 10: Fairness builds trust, ensuring equitable treatment through objective grading and consistent expectations (Smarter Balanced Assessment Consortium, 2022). Consistent, transparent assessment aligns with Kant’s universal law, fostering Kohlberg’s principles of justice. Teachers must avoid bias, such as favoring high-performing students or those with similar interests, to maintain credibility. For example, using rubrics for grading ensures that all students are evaluated based on the same criteria, reducing subjectivity and ensuring fairness. In a rural school with limited resources, a teacher might apply this maxim by ensuring that all students have equal access to learning opportunities, such as rotating group leadership roles to give everyone a chance to develop skills. In an urban school with competitive students, the teacher might prevent favoritism by using blind grading for major assessments, ensuring impartiality. Fairness also applies to classroom interactions, where teachers must ensure that all students have equal opportunities to participate and succeed, regardless of their background, abilities, or behavior, fostering a sense of justice and equality in the learning environment that encourages trust and mutual respect. This principle also helps students internalize fairness, preparing them to advocate for justice in their communities and future careers.

Ad Maxim 11: Openness to feedback drives professional growth, requiring humility and a willingness to improve. Teachers who embrace constructive criticism model self-improvement, aligning with Kohlberg’s emphasis on personal responsibility. For example, revising lesson plans based on student feedback—such as incorporating more hands-on activities after students express boredom with lectures—or peer observations demonstrates adaptability and commitment to growth. In a school with a strong professional learning community, a teacher might apply this maxim by regularly attending peer reviews and implementing suggestions, such as using more visual aids after a colleague’s feedback. In a rural school with limited access to formal feedback, the teacher might seek informal input from students through anonymous surveys, adjusting their methods accordingly. This maxim also encourages teachers to seek feedback proactively, such as through student surveys, parent input, or mentorship programs, to identify areas for improvement and enhance their practice, ensuring continuous development throughout their career and setting an example of lifelong learning for their students. By modeling openness to growth, teachers inspire students to adopt a similar mindset, preparing them to navigate challenges with resilience and a willingness to learn from mistakes.

Ad Maxim 12: Collaboration enhances education quality, requiring teamwork with colleagues, parents, and administrators. This maxim reflects Kant’s “kingdom of ends,” promoting fairness and the common good per Kohlberg. Collaborative efforts, such as co-teaching, parent–teacher conferences, or school-wide initiatives like literacy programs, strengthen educational outcomes. For example, working with a colleague to design interdisciplinary lessons—combining history and literature to explore themes like justice in Shakespeare’s works and historical events—can provide students with a more holistic learning experience. In a rural school with limited staff, a teacher might apply this maxim by partnering with community members to create a tutoring program, ensuring that students receive additional support. In an urban school with diverse stakeholders, the teacher might organize regular meetings with parents to align home and school expectations, fostering a unified approach to education. Collaboration also fosters a sense of community, ensuring that all stakeholders are invested in students’ success, and helps address systemic challenges like resource shortages by pooling expertise and resources, creating a supportive network for educational improvement. This collaborative spirit also teaches students the value of teamwork, preparing them for collaborative endeavors in their future careers and civic lives.

Ad Maxim 13: Enthusiasm and creativity combat routine, inspiring students and maintaining engagemen. This maxim aligns with Kant’s duty to develop talents, modeling lifelong learning per Kohlberg. Creative approaches, such as project-based learning (e.g., having students create a documentary on a historical event) or role-playing activities (e.g., simulating a UN debate on global issues), foster curiosity and critical thinking. In a school with disengaged students, a teacher might apply this maxim by introducing gamified learning, such as a history scavenger hunt using QR codes, to spark interest. In an international school, the teacher might organize a global issues symposium, encouraging students to research and present on topics like climate change, fostering creativity and global awareness. Enthusiasm also helps teachers overcome burnout, ensuring that they remain motivated and effective in their role. For instance, a teacher might share their excitement about a new scientific discovery, sparking students’ interest and encouraging them to explore the topic further, thus cultivating a culture of inquiry and exploration that inspires students to take ownership of their learning. This enthusiasm can also inspire students to pursue their passions, whether in academics, arts, or civic engagement, contributing to their holistic development as engaged and curious individuals.

Ad Maxim 14: Moderation fosters inclusivity, avoiding radicalism and promoting tolerance. By encouraging critical thinking and media literacy, teachers support Kohlberg’s universal principles, preparing students to navigate diverse perspectives. For example, discussing controversial topics like climate change, social justice, or political ideologies neutrally encourages open dialog, allowing students to form their own views while respecting others. In a Japanese classroom, this maxim might involve fostering group consensus on such topics to maintain harmony, while in an American classroom, it might encourage individual critical analysis, reflecting cultural differences in educational priorities. In a school in a politically polarized region, a teacher might apply this maxim by facilitating a balanced debate on a divisive issue, ensuring that all perspectives are heard without bias. This maxim also addresses the teacher’s role in combating extremism, ensuring that the classroom remains a safe space for all students, regardless of their beliefs, backgrounds, or identities, by fostering an environment of mutual understanding and respect that prepares students for global citizenship. By teaching students to approach differences with moderation and critical thinking, teachers equip them to navigate complex societal issues with tolerance and wisdom, contributing to a more harmonious and just world.

Ad Maxim 15: Transparency ensures integrity, as hidden actions signal moral issues (NEA, 2025). This maxim aligns with Kant’s universal law, fostering Kohlberg’s sense of community responsibility. Teachers must model accountability, such as admitting mistakes openly to build trust. For example, if a teacher misgrades an assignment, they should acknowledge the error, correct it, and explain the process to students, demonstrating honesty and fairness. In a school with a history of mistrust between staff and administration, a teacher might apply this maxim by openly sharing their lesson plans and grading criteria with parents, fostering trust and collaboration. In an international school with diverse stakeholders, transparency might involve explaining cultural differences in teaching methods to parents, ensuring mutual understanding. Transparency also applies to decision-making, such as explaining the rationale behind classroom rules or grading policies, ensuring that students understand and respect the teacher’s authority while feeling empowered to engage in the learning process, thus creating a classroom culture of openness and mutual accountability. This transparency also models civic responsibility for students, encouraging them to act with integrity in their own lives, whether in school, community, or future professional roles.

4.1. Integration with Contemporary Pedagogical Research

The maxims are further supported by contemporary pedagogical research, particularly in areas like socio-emotional learning (SEL) and inclusive education. SEL research highlights the importance of empathy and emotional intelligence in fostering students’ moral and social development, directly supporting maxims like M9 (patience and empathy) and M6 (respect for individuality). For example, Durlak et al. (2015) found that SEL programs improve students’ emotional regulation, social skills, and academic performance, underscoring the need for teachers to model empathetic behavior as outlined in our framework. Inclusive education research also aligns with maxims like M8 (flexibility), emphasizing the importance of adapting teaching methods to diverse student needs, such as those with disabilities or from marginalized backgrounds, to ensure equitable learning opportunities (Florian & Black-Hawkins, 2011). For instance, a teacher might use assistive technology, like text-to-speech software, to support students with visual impairments, ensuring that they can fully participate in lessons. Additionally, recent studies on teacher mental health in the post-COVID era have highlighted the importance of “teacher immunity” (TI) for maintaining ethical standards under stress. The studies by Dumulescu and Mușoiu (2023), Park et al. (2023) and Pudukadan and Jayaraj (2025) found that teachers with strong emotional resilience were better able to maintain fairness (M10) and collaboration (M12) during challenging times, reinforcing the relevance of our maxims in addressing contemporary educational challenges. These findings underscore the need for teacher training programs to include SEL and resilience-building components, ensuring that educators are equipped to uphold ethical principles in diverse and demanding contexts.

The concept of “teacher immunity” (TI), resilience to professional challenges, is highly relevant to the teaching profession. Dobakhti and Khalili (2024) found that emotion regulation, reflection, and professional identity predict TI among British and Iranian teachers, though an ethical dimension like moral duty is absent. Zohrabi and Khalili (2024) note that novice teachers rely on external support (e.g., mentoring, administrative guidance), while experienced ones emphasize internal strength, such as self-efficacy, mindfulness, and coping strategies, highlighting the need for ethical considerations in TI research. TI can be linked to Maxim 13, as combating laziness and fatigue requires resilience, and to Maxim 11, as openness to feedback fosters growth. Teachers with high TI are better equipped to handle stress, adapt to challenges like curriculum changes, student behavioral issues, or post-pandemic recovery, and maintain a positive attitude, all of which enhance their ability to model moral behavior and sustain their commitment to ethical teaching practices. For example, a teacher in a post-COVID urban school might use mindfulness techniques to manage stress, ensuring they remain patient (M9) and fair (M10) despite increased workloads, demonstrating resilience that inspires students to develop their own coping strategies for life’s challenges.

An excellent teacher, per Palmer (1997), has a “heart” for teaching, inspiring students through passion and expertise. They support both gifted and struggling students, focusing on those in the middle, as Hegel suggested, to maximize impact across the spectrum of learners, ensuring that no student is left behind. This balanced approach requires tailoring instruction to meet diverse needs, such as providing advanced challenges for gifted students (e.g., independent research projects on advanced topics like quantum physics) while offering scaffolding for those who struggle (e.g., step-by-step guides for solving algebraic equations). In a rural school, a teacher might use peer mentoring to support struggling students, pairing them with more advanced peers for collaborative learning, while in an urban school, they might offer enrichment programs for gifted students, such as a robotics club. Constructivist mentoring supports teacher development by fostering reflection and autonomy, encouraging teachers to critically evaluate their practice and adapt to new challenges, such as integrating new technologies or addressing student mental health (Burger, 2024). Inquiry communities, on the other hand, address systemic challenges like resource shortages, curriculum demands, or student disengagement, providing a collaborative space for teachers to share strategies, develop solutions, and advocate for systemic change, such as lobbying for better funding, more inclusive policies, or updated curricula that reflect modern societal needs (Rutten, 2024). These communities empower teachers to effect change at both the classroom and systemic levels, ensuring that education evolves to meet the needs of all students.

The COVID-19 pandemic highlighted teachers’ moral responsibilities, with virtues understood reciprocally as key in crises (Moulin-Stożek et al., 2022). Teachers adapted to online learning, maintained student engagement through virtual platforms, and addressed emotional challenges, demonstrating resilience and empathy. For example, organizing virtual check-ins to support students’ mental health, using interactive tools like breakout rooms to foster collaboration, or providing asynchronous assignments to accommodate students’ varying schedules reflects the adaptability required by Maxim 8 and the empathy demanded by Maxim 9. In a rural school with limited internet access, a teacher might have distributed printed materials and conducted phone check-ins to ensure continuity of learning, while in an urban school, they might have used virtual reality tools to create immersive learning experiences despite physical distancing. These experiences underscore the importance of a strong ethical framework, as teachers navigated unprecedented challenges while striving to maintain educational quality, ensuring that students remained connected and supported despite physical distancing. The pandemic also highlighted the digital divide, prompting teachers to advocate for equitable access to technology, aligning with Maxim 10 (fairness) and demonstrating their role as agents of social justice in education.

An excellent teacher uses varied didactic methods to engage diverse learners, adapting to their learning styles, interests, and cultural backgrounds (Riskulova, 2020; Wickman et al., 2020). They act with honesty, fairness, and integrity, creating an atmosphere of trust and mutual respect that encourages student participation and fosters a sense of community (Kosturková & Knapík, 2022). Mentoring is crucial for professional growth, but its effectiveness depends on the mentor’s approach and the mentee’s beliefs, requiring alignment with ethical principles like those outlined in our maxims (Burger, 2024). For example, a mentor in an urban school might guide a new teacher in implementing inclusive practices, such as using culturally responsive teaching methods, while in a rural school, the focus might be on resource-sharing strategies to overcome isolation. Distinguishing between excellent and weak teachers is complex due to subjective criteria, stigmatization, and contextual factors, necessitating inquiry communities to foster growth and address systemic issues like inequitable resource distribution, outdated curricula, or a lack of administrative support (Rutten, 2024). These communities empower teachers to advocate for change, ensuring that the educational system supports their efforts to uphold ethical and professional standards, ultimately benefiting students and society as a whole by creating a more equitable and effective educational landscape.

4.2. Practical Implications for Teacher Training and Policy

To operationalize these maxims, teacher training programs should emphasize moral and professional attributes through targeted interventions. Workshops on ethical decision-making, grounded in Kantian deontological principles and Aristotle’s virtue ethics (Aristotle, 2004), can equip teachers with the tools to navigate complex moral dilemmas in the classroom, such as balancing fairness with empathy when addressing student conflicts. For example, a workshop might include role-playing scenarios where teachers practice applying Maxim 10 (fairness) by resolving a hypothetical dispute over grades, ensuring that all students feel heard while maintaining objective standards. These workshops should also integrate socio-emotional learning (SEL) training, teaching educators how to foster empathy (Maxim 9) and respect for individuality (Maxim 6) through strategies like active listening, restorative justice practices, and culturally responsive teaching. For instance, a teacher might learn to use restorative circles to address bullying, bringing students together to discuss the impact of their actions and find solutions collaboratively, aligning with both SEL principles and our ethical framework.

Professional development should also focus on building “teacher immunity” (TI), as resilience is crucial for maintaining ethical standards under stress (Dobakhti & Khalili, 2024). Training modules on mindfulness, stress management, and reflective practice can help teachers combat burnout and fatigue (Maxim 13), ensuring that they remain enthusiastic and effective. For example, a module might teach teachers to use journaling as a reflective tool, helping them process challenging classroom experiences and identify strategies for improvement, such as adjusting their teaching methods to better engage disengaged students. Additionally, mentorship programs should pair novice teachers with experienced mentors who exemplify these maxims, providing guidance on how to balance flexibility (Maxim 8) with professionalism (Maxim 7). A mentor might help a new teacher adapt lessons for students with diverse needs, such as creating alternative assignments for students with learning disabilities, while maintaining high professional standards like punctuality and preparedness.

Educational policies should support these efforts by embedding ethical guidelines into national curricula and teacher certification standards. For instance, ministries of education could mandate that teacher training programs include a course on ethics in education, covering Kantian principles, Kohlberg’s moral development theory, and practical applications of our maxims. Policies should also incentivize collaboration (Maxim 12) by funding professional learning communities (PLCs) where teachers can share best practices and address systemic challenges like resource shortages or inequitable access to technology. In a rural context, a policy might fund mobile libraries or internet hotspots to ensure that teachers and students have access to necessary resources, enabling them to uphold maxims like fairness (Maxim 10) and focus on student learning (Maxim 4). In urban settings, policies could support interdisciplinary programs that encourage collaboration between teachers of different subjects, such as a joint history and literature project on social justice themes, fostering a collaborative spirit that benefits both educators and students.

Furthermore, schools should implement evaluation systems that assess teachers not only on academic outcomes but also on their adherence to ethical principles. For example, annual reviews could include a component where students and colleagues provide feedback on a teacher’s fairness, empathy, and transparency, aligning with Maxims 10, 9, and 15. This holistic evaluation ensures that teachers are recognized and rewarded for their moral excellence, not just their academic results, incentivizing the cultivation of the attributes outlined in our framework. Such policies would create a systemic culture of ethical teaching, ensuring that the principles of an excellent teacher are not just theoretical ideals but practical standards that shape educational practices at all levels.

Finally, to illustrate the practical application of these maxims, consider the case of a secondary school in Helsinki, Finland, which integrated similar ethical principles into its teaching framework. Finland’s education system is renowned for its emphasis on teacher autonomy, equity, and student well-being, making it an ideal context for this study (see next subheading below). Looking to the future, the role of excellent teachers, as defined by these maxims, will be even more critical in addressing global challenges like climate change, technological disruption, and social inequality. Education is not just about imparting knowledge but about preparing students to navigate a world where ethical dilemmas are increasingly complex (see second subheading below).

4.2.1. Case Study: Implementing Ethical Maxims in a Finnish Secondary School

In 2022, a school in Helsinki (Finland) launched a pilot program called “Ethical Educators Initiative” (EEI), aiming to enhance teachers’ moral and professional attributes in line with principles akin to our maxims.

The program began with a series of workshops where teachers were trained in Kantian ethics and Kohlberg’s moral development theory, focusing on how to apply universal principles like fairness (Maxim 10) and empathy (Maxim 9) in their classrooms. For instance, teachers practiced using Maxim 1 (universalizability) by evaluating their disciplinary methods: they were asked to consider whether their approach to managing classroom behavior, such as assigning detention for late homework, could be universalized without leading to unfair outcomes, such as disproportionately punishing students with external challenges like long commutes. This exercise helped teachers refine their methods, opting for more equitable solutions like offering flexible submission deadlines or additional support sessions.

The school also implemented a mentorship system to support Maxim 11 (openness to feedback), pairing experienced teachers with novices to foster reflective practice. One novice teacher, struggling with classroom management, received feedback from her mentor to incorporate restorative practices (Maxim 8, flexibility), such as holding class meetings to address conflicts, which improved student behavior and strengthened her relationship with the class. Additionally, the school encouraged collaboration (Maxim 12) by forming interdisciplinary teams to design projects that integrated subjects like science and ethics, such as a unit on the ethical implications of climate change, which not only engaged students but also fostered a sense of teamwork among staff.

The results of the EEI were significant: student surveys showed a 20% increase in reported feelings of fairness and respect in the classroom, aligning with Maxims 6 and 10, while teacher retention rates improved by 15%, reflecting higher job satisfaction linked to their enhanced resilience and passion (Maxims 5 and 13). The program also had a broader impact on the school community, as parents reported greater trust in teachers’ transparency (Maxim 15) after the school began sharing regular updates on teaching methods and student progress. This case study demonstrates that integrating ethical maxims into teacher training and school culture can lead to tangible improvements in educational quality, student well-being, and community trust, providing a model for other schools to follow.

4.2.2. Visionary Perspective: The Future of Education and the Role of Excellent Teachers

Excellent teachers, guided by principles like fairness (Maxim 10), empathy (Maxim 9), and moderation (Maxim 14), can play a pivotal role in shaping a generation that is both intellectually capable and morally grounded. For instance, in the context of climate change, teachers can integrate sustainability into their curricula, aligning with Maxim 4 (focus on student learning) by teaching students about environmental ethics and empowering them to take action, such as starting school recycling programs or advocating for green policies in their communities. This not only fosters environmental awareness but also aligns with Kohlberg’s post-conventional stage, encouraging students to act on universal principles like the common good. Similarly, as technology continues to reshape education and society, teachers must model the ethical use of digital tools (Maxim 7, professionalism), teaching students to navigate issues like online privacy, misinformation, and digital equity with critical thinking and integrity. For example, a teacher might use Maxim 14 (avoiding radicalism) to guide discussions on social media’s impact, encouraging students to critically evaluate sources and engage in respectful online dialog, preparing them to be responsible digital citizens.

Social inequality, another pressing global challenge, can also be addressed through education. Teachers who embody Maxim 2 (treating students as ends) and Maxim 6 (respecting individuality) can help dismantle systemic barriers by ensuring that all students, regardless of socioeconomic background, race, or gender, have access to quality education and opportunities for growth. For instance, a teacher in an underfunded school might advocate for policy changes to address the digital divide, ensuring that low-income students have access to technology for remote learning, aligning with Maxim 12 (collaboration) by working with community organizations to secure funding. By fostering inclusive classrooms where diversity is celebrated and equity is prioritized, teachers can prepare students to build a more just and equitable world, where differences are respected and opportunities are shared.

Ultimately, the vision of education upheld by these maxims is one where teachers are not just educators but moral leaders, guiding students toward a future where knowledge, ethics, and compassion converge to address humanity’s greatest challenges. Excellent teachers, armed with a robust ethical framework, can inspire a generation that values justice, empathy, and collaboration, ensuring that education remains a beacon of hope and progress in an uncertain world. As Plato’s words remind us, great things are indeed precarious, but with morally excellent teachers at the helm, the pursuit of educational excellence can overcome these challenges, shaping a brighter future for all.

5. Conclusions

An excellent high school teacher is distinguished by a focus on student learning, intrinsic passion, respect, and professionalism—unlike a weak teacher, who prioritizes self-interest, lacks responsibility, and fails to engage students. Education systems must actively promote excellent teachers while addressing the challenges posed by unfit ones, as weak teaching harms students’ intellectual and moral development, potentially leading to disengagement, mistrust, and long-term educational setbacks that can hinder future opportunities (Darling-Hammond, 2021).

The teacher–student relationship is inherently asymmetrical, with teachers serving as mediators of knowledge; however, the ultimate goal is to gradually transform this relationship into a symmetrical one through mutual learning. As Seneca (1966) aptly observed in Epistulae morales ad Lucilium (Letter 7, Section 8): “Homines, dum docent, discunt” (“By teaching, we learn”).

This mutual growth fosters a dynamic educational environment where both teachers and students contribute to each other’s development, creating a collaborative space for intellectual and moral exploration. Excellent teachers facilitate this process by encouraging students to question, reflect, and grow—preparing them to become independent thinkers and ethical citizens capable of navigating complex societal challenges with wisdom and compassion.