Thesis:

Title : Investigating the effect of professional ethics on teaching identity with the mediating role of career self-concept (Case study: Elementary teachers of girls' public schools in Sabzevar city)

The present study aimed to investigate the effect of professional ethics on collaborative teaching among elementary school teachers in public girls' schools in Sabzevar, with the mediating role of occupational self-concept. In terms of purpose, the study was applied, and in terms of methodology, it employed a descriptive-correlational design based on structural equation modeling. The statistical population consisted of all elementary school teachers working in public girls' schools in Sabzevar, from whom 215 teachers were selected as the study sample using an appropriate sampling method. Data were collected using the Murray et al. (1992) Professional Ethics Questionnaire, the Rajabi (2006) Collaborative Teaching Questionnaire, and a researcher-made Occupational Self-Concept Questionnaire. The occupational self-concept questionnaire consisted of four dimensions: job satisfaction, intrinsic motivation, job performance, and organizational commitment. Data were analyzed using descriptive statistics, Pearson correlation, and structural equation modeling through SPSS and AMOS software. The results indicated significant positive relationships among professional ethics, occupational self-concept, and collaborative teaching. Professional ethics had a significant positive direct effect on collaborative teaching (?=0.156, P=0.004), while occupational self-concept had a significant positive effect on collaborative teaching (?=0.617, P<0.001). Professional ethics also had a significant positive effect on occupational self-concept (?=0.449, P<0.001). The standardized indirect effect of professional ethics on collaborative teaching through occupational self-concept was 0.277, with a bootstrap confidence interval ranging from 0.208 to 0.351, confirming the significant mediating role of occupational self-concept. Since the direct effect remained significant after including the mediator, the mediation was identified as partial mediation. Overall, the findings indicate that professional ethics can contribute to enhancing teachers' collaborative teaching not only directly but also indirectly through strengthening their occupational self-concept. Accordingly, simultaneous attention to professional ethics and occupational self-concept may be useful in programs aimed at improving teaching quality and promoting teachers' professional development

Keywords: Keywords: Professional Ethics, Occupational Self-Concept, Collaborative Teaching, Elementary School Teachers, Structural Equation Modeling