This research was conducted with the aim of Managing and implementing an Effective Model (MEM) for teaching and learning professional ethics and improving job resilience. This quasi-experimental study was conducted in a professional ethics workshop to compare and measure the effects of MEM on teaching/learning based on: the use of MEM in experimental group A, MEM adoption-based training in teachers' professional ethical behavior in experimental group B, and traditional education in control group C. The statistical population was all students of the Applied Science University of Kurdistan Police Command, from which three classes of 25 students were randomly selected as a statistical sample. To collect field data, Kadozier Professional Ethics Questionnaire (2002) and Connor-Davidson Resilience Questionnaire (2003) were used. Cronbach's alpha coefficient was used to confirm the validity of the panel of experts and to determine the reliability. The results of covariance analysis by SPSS 23 software showed the significant meaningful effect of the MEM and its adoptive added values in teachers’ behavior in promoting professional ethics and job resilience compared to traditional educational models. The teacher's innovative behavioral modeling in implementing the MEM emerged in the context of constructive learning of learners through mental involvement with concepts and behavioral experience of those concepts. In addition to demonstrating the effectiveness of MEM by institutionalizing it as a teacher's behavioral model in the classroom, this study showed that it is a more effective model than the traditional model. Blending teachers’ behavioral modeling with MEM was recommended to utilize the creative capacities of learners in deep and sustainable learning.