As we know, teachers' professional ethics is the code of conduct that teachers must abide by in their own educational work and the level of accomplishment shown by observing this code; Teachers' happiness is a living state of the educational subject in which teachers can freely realize their professional ideals in their own educational work.

The relationship between teachers and morality can be divided into two parts:

1, the consistency of happiness and virtue

First, generally speaking, the consistency between Telford and Telford is inevitable. Teachers' happiness is the starting point and destination of teachers' professional ethics. Happiness category is the starting point and destination of all teachers' moral categories, such as teachers' justice, kindness, obligation, conscience, personality and their quirks. Secondly, from Yafu's point of view, virtue and happiness are equivalent and consistent. In fact, we look at the problem from the standpoint of happiness. Virtue itself has the nature of self-affirmation and surpassing sacrifice.

2. The contradiction between happiness and virtue

Contradictions are universal. In real life, there are many examples of contradictions between happiness and poverty. Similarly, there is a contradiction between morality and happiness in educational life. For example, teachers sacrifice their rest time and devote themselves to education.

In my opinion, the most important aspect of the contradiction between morality and happiness is "common happiness". For the sake of students, teachers may lose a lot of material content, which is very hard. However, teachers' happiness is mainly a kind of spiritual "elegant happiness" because it transcends personal self-interest. As a profession, teachers should not only meet personal material needs, but also meet their own spiritual needs, especially when spiritual and moral needs are met, teachers will have a pleasant and comfortable experience and feel happy. For example, every morning, a student's "hello teacher" can make me full of energy all day; The students opened their hearts to me in the weekly diary and talked about everything. As a class teacher, I have a sense of pride in being trusted. The help of my colleagues has given me a good working atmosphere. Although physically tired, I have a sense of spiritual satisfaction. Similarly, students' moral growth, academic progress and further contribution to society are all proofs of teachers' life significance.

So I have reason to believe that the contradiction between Telford and Telford is relative, but the consistency between Telford and Telford is absolute. Teachers' morality is first of all a kind of "human" morality, which endows teachers with real inner dignity, happiness and life value. At this time, the teacher is not a "teacher", but a living textbook with educational power, which can teach students a lot of life wisdom that cannot be materialized in books. Teachers' moral quality is not reflected in inefficient efforts, nor is it a sacrificial effort. It should be based on "sharing" and "sharing" life course, and should include the happy enjoyment of "natural life" as a "person". Teachers work not only for life, but also for the appreciation of life. Only by taking work as the pursuit of life can we experience happiness and enrichment in the process of value appreciation. For the contradiction between morality and happiness, teachers should put their minds at ease, strive to cultivate their own good knowledge structure, superb educational ability and aesthetic accomplishment, and seek the greatest harmony between morality and happiness in the life course of "sharing" and "sharing".