Teachers' professional ethics form the core of faculty development in higher education. Embedded throughout the entire process of teaching, talent cultivation, academic research and teacher-student communication, such ethics determine educational quality and the connotative development of universities, and constitute an indispensable component of the modern higher education governance system. As an integral part of China's higher education system, private universities cultivate talents under market-driven school operation mechanisms, and differ markedly from public universities in faculty composition, management models and school positioning. Accordingly, the cultivation of teachers' professional ethics in private universities takes place under distinctive realistic environments and career development conditions. Currently, private universities are characterized by diversified teaching teams, flexible employment systems, high occupational mobility and an application-oriented educational philosophy. Nevertheless, the supporting systems for cultivating teachers' professional ethics lack sufficient adaptability to these features, resulting in varying degrees of deficiencies in teachers' ideological awareness, professional conduct and educational practice. This paper sorts out the developmental background and unique characteristics of teachers' ethics construction in private universities, analyzes prominent practical dilemmas restricting the cultivation of teachers' professional ethics, and constructs a systematic optimization framework from four dimensions: hierarchical cognitive cultivation, institutional governance, situational immersive edification and career empowerment. It aims to provide theoretical references for the connotative development of faculty teams and long-term ethical governance in private universities.