The present study intends to contribute to the comprehension of morality in professional
contexts, by investigating its relationship with justice perceptions. Sixty-nine
elementary, middle and high school teachers were given a questionnaire with open
questions. Content analysis demonstrated that the majority of participants (75%)
spontaneously mentioned procedural justice rules (Leventhal, 1980), ethicality being
the most referred rule. The most referred dilemmas involved reacting to transgressions
(Wark & Krebs, 1996). These results are discussed considering the need for
socially responsible and ethically concerned organizations to recognize the moral
experiences and justice conceptions of their workers.
Authors
Santos, Ana Vargas
Valentim, Joaquim Pires
Other Author(s)
Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação (ed. lit.)
Keywords
dilemas morais,
regras de justiça procedimental,
ética docente,
moral dilemmas,
procedural justice rules,
teachers’ professional ethics
