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Abstract

This article aimed to identify the implementation of the teacher code of ethics in elementary school instruction and explore its effects on the quality of learning interactions and discipline between teachers and students. It used a descriptive qualitative methodology based on an in-depth literature review. The teacher code of ethics was defined as a set of professional rules that educators must follow to protect professional integrity, ensure teachers’ welfare, and strengthen commitment to educational development. The findings show that implementing the code of ethics plays an important role in maintaining teacher professionalism, establishing healthy relationships with students, creating a positive learning environment, and promoting discipline in classroom management. However, implementation in elementary schools continues to face obstacles, including uneven teacher understanding, insufficient regular monitoring and evaluation, and limited support from relevant stakeholders. The study recommends intensified supervision, regular training, and broader dissemination of the teacher code of ethics to encourage more consistent and meaningful implementation, improve learning interactions and discipline, and contribute positively to educational development.

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