Honesty as a Moral and Professional Virtue in Teaching: A Conceptual Framework Integrating Virtue Ethics, Teacher Identity, and Ethical Practice

Abstract

Despite widespread recognition of honesty as a core ethical value in education, its conceptual foundations and practical manifestations in teacher behavior remain under-theorized. This paper addresses the lack of conceptual clarity around honesty in teaching by offering a comprehensive synthesis that integrates virtue ethics, educational professionalism, and behavioral frameworks