教师职业责任是教师必须承担的责任和任务，教师应当按照相关的职业守则做好本职工作，并承担相应行为的后果。新西兰拥有较为完备的教师职业责任结构体系，其现行的教师行为守则——《教师职业责任守则》在制定过程、文本内容等方面的经验都对我国教师职业行为规范建设有一定的借鉴意义。鉴于此，本文以《教师职业责任守则》为研究对象，系统地介绍并分析了其制定、内容以及对违规行为的处理。新西兰《教师职业责任守则》是以多层次的法律法规、多元的教育政策以及对教师职业的专业性认识为制定依据，以自治性的专业团体为制定主体，通过专题讨论和在线调查，由教育委员会主持制定的。其文本内容从教师职业涉及的各种关系出发，对本职业、学习者、家庭和社会做出了承诺，呈现出专业性、融合性、可操作性的特征。对于教师违反守则的行为，其雇主会向教育委员会提交强制性报告，再交由投诉评估委员会判断该行为的严重不当性，最终递交教师纪律法庭进行裁决。将中新教师职业行为规范的文本进行对比，可以发现两者在层次结构、专业化水平和可操作性程度上存在差异。为了更好地推进我国教师职业行为规范建设，本文建议应该突出教师职业行为规范的专业化特征，增加其可操作性，完善其执行措施，使教师真正将其作为教学实践中的指引和约束，规范自己的行为。

Teachers' professional responsibility is the responsibility and task that teachers must undertake. Teachers should do their job well in accordance with relevant professional codes and bear the consequences of corresponding actions. New Zealand has a relatively complete structure of teacher professional responsibility. Its current code of conduct for teachers, the Code of Professional Responsibility, has some experience in the formulation process, text content and other aspects, which can be used for reference in the construction of teacher professional behavior norms in China. In view of this, this paper takes the Code of Professional Responsibility as the research object, systematically introduces and analyses its formulation, content and treatment of violations. The New Zealand Code of Professional Responsibility is formulated on the basis of multi-level laws and regulations, multiple educational policies and professional knowledge of the profession of teachers, with autonomous professional groups as the main body, through thematic discussions and online surveys, and under the auspices of the Education Committee. Starting from the various relationships involved in the teacher's profession, the text makes commitment to the profession, learners, family and society, showing the characteristics of professionalism, integration and operability. For teachers'violations of the code, their employers will submit a mandatory report to the education council, and then to the Complaints Assessment Committee to determine the serious misconduct, and finally to the Teachers Disciplinary Tribunal for adjudication. Comparing the texts of the professional behavior norms of Chinese and New Teachers, we can find that there are differences in their hierarchical structure, professional level and operational level. In order to better promote the construction of teachers'professional behavior norms in China, this paper suggests that we should highlight the professional characteristics of teachers' professional behavior norms, increase their operability, improve their implementation measures, so that teachers can truly regard them as the guidance and restraint in teaching practice, and standardize their own behavior.