The current paper intends to examine the issues regarding the application of professional ethics by teachers in the classroom and how teachers define negotiated relationship boundaries. The research objective is to portray a teacher's role as an ethically neutral professional, chiefly accountable for transmitting knowledge and intellectual abilities that can be evaluated objectively through professional ethics.  The methodology of the research is qualitative and in-depth interviews of the participants have been taken. The researchers have applied the descriptive approach, and data has been collected through interviews from randomly selected 20 teachers of intermediate and graduate level. The questions were designed in such a manner to document all the ethical dilemmas adapted by teachers in the classroom. All the complex ethical issues from the teachers' perspective were narrated and deeply examined recursively. A phenomenological study was applied to observe the experiences of the teachers regarding the unethical dimensions. The current study will help the teachers to narrate some of the common ethical dilemmas and help them adopting a better method to improve the classroom learning and environment. Results of this paper highlight the need for ethics for the teachers and at the same time, the practices of ethics for the teaching profession. The paper suggests a tenable way to assist the professionals to enhance teaching quality in the classroom. 
Keywords: professional ethics, teacher education, emerging teachers, training for the teach