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Karataş, Süleyman, Mustafa Caner, R. Burak Kahyaoğlu, and Sertaç Kâhya. "Perceptions of Pre-Service Teachers on Ethical Teacher and Professional Ethics Course." Journal of Qualitative Research in Education 7, no. 1 (January 31, 2019): 1–21. http://dx.doi.org/10.14689/issn.2148-2624.1.7c1s.2m.
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Sheveleva, Anna. "The university teachers’ professional ethics from the students’ perspective." E3S Web of Conferences 210 (2020): 18075. http://dx.doi.org/10.1051/e3sconf/202021018075.
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The article’s purpose is to describe some results of the research of students’ representations about the professional ethics of University teachers. The sample includes full-time and part-time students of psychological and pedagogical education. The diagnostic instrument was questionnaire “Customer Perceptions of professional ethics of the specialist”. It was revealed that students mainly note the orientation of the teachers’ professional ethics standards to their own professional interests, note the compliance of teachers’ personal characteristics with ethical requirements, and consider the job instructions to be the basis for the content of ethical standards in the teacher’s activity. Differences in the views of full-time and part-time students were found. Full-time students pay more attention to teachers’ personal characteristics as proof of compliance with ethical standards. Part-time students give a higher evaluation of teachers’ orientation to the professional community interests and needs of other ethic application objects (not only professional and client), as well as give a higher evaluation of law and universal values and culture as origins of teachers’ professional ethics.
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.
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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.
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Tlali, Tebello Violet. "Pre-Service Teachers’ Perceptions of the Relevance of Teacher Professional Ethics in Contemporary Lesotho." African Journal of Teacher Education 10, no. 2 (December 11, 2021): 78–96. http://dx.doi.org/10.21083/ajote.v10i2.6669.
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Previous research suggests that new teachers have more negative ethical perceptions than their senior counterparts. However, there is limited research on teachers’ perceptions regarding the relevance of professional ethics in the contemporary world. Hence this study sought to explore the extent to which pre-service teachers in Lesotho consider professional ethics to be relevant. A qualitative approach was adopted and Kohlberg’s (1987) moral development theory was used as the theoretical framework for the study. Data were generated with the use of both semi-structured and focus-group interviews. Forty-six (n 46) final-year Bachelor of Education (BEd) students were purposively selected to take part in this study. Sixteen (16) were interviewed individually, while 30 were interviewed in three focus-groups of ten participants each. The findings are that the participating pre-service teachers had mixed feelings about the relevance of professional ethics of teachers. Some emphasised the importance of a teachers’ code of ethics while others indicated that some of the regulations were outdated. The position taken in this paper is that teacher professional ethics are timeless. These are meant to protect the interests of different stakeholders in education as well as the image of the teaching profession.
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Osias, Ninfa, and Rosenel Ladica. "Work Ethics on Teachers’ Behavior, Attitude and Performance: Basis for Professional Development Plan." American Journal of Arts and Human Science 3, no. 3 (July 2, 2024): 41–70. http://dx.doi.org/10.54536/ajahs.v3i3.3046.
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The work ethics of teachers significantly impact students, schools, and the broader community. This study examines the relationship between teachers’ work ethics and their professional lives, focusing on behavior, attitude, and performance. Conducted in seven mega schools in Misamis Oriental for the 2023-2024 school year, it aimed to describe the respondents’ profiles, identify their work ethics, and evaluate these in terms of attitude, behavior, and performance using the Individual Performance Commitment and Review Form (IPCRF). The study employed a descriptive-correlational research method with 300 respondents using adapted, modified, and researcher-made questionnaires. Data analysis used inferential statistics to explore the relationship between teachers’ work ethics and their professional attributes. Findings indicate that teachers with strong work ethics display more positive behavior and attitudes towards their profession, colleagues, and students. A significant relationship was found between work ethics—such as responsibility to the profession, professional competence, responsibility to students, school community, and ethical use of technology—and teachers’ behavior and attitude. The study concludes that work ethics influence teachers’ professional development, classroom management, and ethical behavior. It suggests that teachers should adopt a professional development plan that emphasizes work ethics to enhance their professional growth.
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Afdal, Hilde Wågsås, and Geir Afdal. "The making of professional values in the age of accountability." European Educational Research Journal 18, no. 1 (October 11, 2018): 105–24. http://dx.doi.org/10.1177/1474904118797733.
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Changing conditions in the realm of teacher professionalism have consequences for teachers’ professional values and ethics. To a large degree, the literature concludes that increases in accountability policies seem to result in more restricted space for teachers’ professional values and ethical autonomy. Less attention has been given to which kinds and forms of ethics and value logics teachers negotiate and prefer in situations involving accountability policies. In this paper, we analyze how the Union of Education Norway negotiated teacher values in the process of developing their professional ethics code and the final code text. Previous research has shown clashes and struggles between two value systems, or as a change from traditional professional to neoliberal values. However, based on the analyses in this article, a third relation is suggested—one where increased accountability creates a paradoxical situation for teachers’ professional values and ethics—in which the professional ethics of opposition may analytically empty teacher practice of ethical aspects and where professional ethics of engagement may lead to decreased conditions for ethical engagement.
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Ribeiro-Silva, Elsa, and Catarina Amorim. "Physical Education Cooperating Teachers’ perspectives on professional ethics." Journal of Sport Pedagogy & Research 6, no. 1 (June 2020): 46–50. http://dx.doi.org/10.47863/fwvn1757.
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The teaching profession, being a profession that above all requires human interaction, is inseparable from ethics (Castilho, 2018). Initial teacher training is recognised by its impact in professional development of pre-service teachers, and cooperating teachers are fundamental in this stage. The ethical-professional attitude is transversal to all knowledge related to initial education. Therefore, it is important to study the perspective of cooperating teachers regarding professional ethics. This article presents case studies concerning Portuguese physical education cooperating teachers’ perspective of pre-service teachers’ professional ethics. We followed a qualitative methodology and data was collected from a semi-structured interview with 5 questions. It was interviewed 5 cooperating teachers of the master’s degree in Teaching Physical Education in the University of Coimbra. Data was analysed through thematic content analysis (Bardin, 2011) and revealed that cooperating teachers focus mainly on the personal conduct shown by pre-service teachers. These results reveal a reductionist perception of the notion of professional ethics and the association of professional ethics to personal ethics.
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Khizar, Asma Khizar, Muhammad Nadeem Anwar, and Mushtaq Ahmad Malik. "Reflection of Teacher Educator’s Professionalism on Prospective Teachers." Global Social Sciences Review IV, no. II (June 30, 2019): 298–306. http://dx.doi.org/10.31703/gssr.2019(iv-ii).39.
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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator’s professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices
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Kosanpipat, Sirimas. "Developing Professional Ethics for Teachers by Using Community Processes of Professional Learning Through Information Technology Systems for Students Practicing Professional Teaching Experience in Bachelor of Education Program in Early Childhood Education at Chiang Mai Rajabhat University, the Office of the Private Education Commission." Rajabhat Chiang Mai Research Journal 24, no. 3 (September 10, 2023): 164–75. http://dx.doi.org/10.57260/rcmrj.2023.266145.
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The objectives of this research were: 1) to investigate the current conditions and problems related to a teacher’s professional code of ethics of teachers; 2) to analyze factors supporting the success in developing a teacher’s professional code of ethics; 3) to develop professional learning community processes in developing teacher’s professional code of ethics through information technology systems for pre-service teachers; and 4) to propose guidelines for developing a teacher professional code of ethics by using professional learning community processes through information technology systems for pre-service teachers in the early childhood education program at Chiang Mai Rajabhat University, the Office of the Private Education Commission. The instruments used in this research were an in-depth interview form, a meeting record form, and an evaluation form. Data were analyzed by content analysis, classifying them into issues, mean and standard deviation, and summarizing into categories. Results of the research found as follows: 1) Results of investigating the current conditions and problems related to a teacher’s professional code of ethics consisted of five aspects. 2) Results of analyzing factors supporting the success in developing teacher professional ethics consisted of six aspects. 3) Results of developing professional learning community processes in developing teacher professional code of ethics through information technology systems of pre-service teachers in the early childhood education program at Chiang Mai Rajabhat University, the Office of the Private Education Commission consisted of nine components. The benefit and feasibility were at the highest level. 4) Results of proposing the guidelines for developing the professional code of ethics by using professional learning community through information technology systems of pre-service teachers in the early childhood education program at Chiang Mai Rajabhat University, the Office of the Private Education Commission consisted of nine items.
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McDowell, Banks. "The Ethical Obligations of Professional Teachers (of Ethics)." Professional Ethics, A Multidisciplinary Journal 1, no. 3 (1992): 53–76. http://dx.doi.org/10.5840/profethics199213/411.
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Maxwell, Bruce. "Codes of Professional Conduct and Ethics Education for Future Teachers." Philosophical Inquiry in Education 24, no. 4 (July 27, 2020): 323–47. http://dx.doi.org/10.7202/1070690ar.
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This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with their local code of ethics should be considered is the bare minimum of an adequate ethics education for professionals, the paper presents research findings indicating that education students are not leaving colleges and universities with a clear understanding of what is expected of them by society, their peers and the profession. The paper concludes with three suggestions about how to begin bringing ethics education for teachers more into line with teaching’s aspiration to professional status.
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Yıkmış, Göksel, and Muratcan Akbıyık. "An investigation of studies on professional ethics conducted with the participation of pre-service teachers in Turkey." Cypriot Journal of Educational Sciences 17, no. 9 (September 30, 2022): 3303–13. http://dx.doi.org/10.18844/cjes.v17i9.7562.
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The purpose of this study is to identify and analyse the studies on the professional ethics of pre-service teachers in Turkey and to present the data on pre-service teachers and their professional ethics. Accordingly, the systematic review method was used. The keyword combinations as ‘pre-service teacher and ethic’ and ‘pre-service teacher and professional ethics’ were used in both Turkish and English to conduct the literature review in the databases as Google Scholar, ERIC, PsycINFO, Web of Science and EBSCO. As a result, 18 studies from 17 scholarly journals were found using the inclusion and exclusion criteria. These studies were analysed based on the year; participants’ grades in the university, number, departments, the curricula of the departments and the contexts of the studies. It is believed that future studies should be done with the participation of pre-service teachers from the 2nd and 3rd grades. Training programmes for pre-service teachers should be organised and the effectiveness of these programmes on professional ethics can be determined. Keywords: Ethics, pre-service teachers, professional ethics, systematic review, teachers
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Safdar, Mahwish, Rana Muhammad Zubair, and Sumaira Munawar. "A Study on the Perception of Professional Ethics among Secondary School Teachers." Global Educational Studies Review VII, no. II (June 30, 2022): 116–25. http://dx.doi.org/10.31703/gesr.2022(vii-ii).11.
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In recent times, wakefulness regarding ethics has been increased in the people. Whenever employment arranges itself as a profession, a code of ethics develops. Ethical concerns are an essential part of life. Particularly it has an importance in academic circles. All professions have ethical considerations, norms, standards and expectations and the teaching profession has no exception. The objectives of the study were to explore the perception regarding professional ethics among secondary school teachers. The researcher employed quantitative research by approach and used a descriptive research design. The researcher applied the survey method to explore the perception of professional ethics of teachers. The population was involved all public school teachers. The sample of the study was two hundred sixty-two public secondary school teachers. As it is evident that teachers perceived their professional ethics well, so the ministry of education should invite teachers as moral experts in the process of making any policy regarding ethical and moral issues in society.
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Berezovska, Liudmyla. "Formation of professional and ethical competence of future preschool teachers." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 3 (144) (September 28, 2023): 128–34. http://dx.doi.org/10.24195/2617-6688-2023-3-20.
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The article is devoted to the problem of formation of professional and ethical competence of future teachers of preschool education institutions in the process of professional training. The theoretical analysis of psychological and pedagogical literature on the research problem is carried out, the essence of the concepts of "ethics", "professional ethics", "competence", "professional and ethical competence of future preschool teachers" is revealed. The author's own interpretation of the concepts of "professional ethics" and "ethical competence of preschool teachers" is presented. The need to find modern forms and methods of forming the professional and ethical competence of students, which activate their cognitive activity, motivate them to learn, is emphasised. The criteria for the formation of professional and ethical competence of future educators (cognitive-motivational; operational-activity; reflection-evaluation) are determined. The selection of diagnostic methods according to the presented criteria is carried out. The study was conducted on the formation of professional and ethical competence of future educators of preschool education institutions of the Faculty of Preschool Pedagogy and Psychology of Ushynsky University. The study used theoretical methods of analysis, generalisation, systematisation, comparison; empirical methods - observation, questionnaire, conversation, diagnostic methods, tasks, and exercises aimed at identifying the awareness of 4th year students of speciality 012 "Preschool Education" with the concepts of "professional ethics", "ethical competence of preschool teacher". It is proved that professional and ethical competence is one of the key competences that a future educator should master in the process of studying. The content of the professional and ethical competence of the educator is a focus on the child's personality, needs and interests, compliance with the norms and rules of etiquette. Prospects for further research are determined, which consist in the development and implementation in the educational process of higher education institutions of a model for the formation of professional and ethical competence of future educators of preschool education institutions.
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Cronqvist, Marita. "Professional Ethics as Experienced by Student Teachers: A Neoliberal View." Phenomenology & Practice 14, no. 1 (June 2, 2020): 89–104. http://dx.doi.org/10.29173/pandpr29400.
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Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.
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Davis, Michael. "Vocational Teachers, Confidentiality And Professional Ethics." International Journal of Applied Philosophy 4, no. 1 (1988): 11–20. http://dx.doi.org/10.5840/ijap19884115.
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Mohammad, Hossein Heidari, Nosrati Heshi Kamal, Mottagi Zohre, Amini Mehrnosh, and Shiravani Shiri Ali. "Teachers professional ethics from Avicennas perspective." Educational Research and Reviews 10, no. 17 (September 15, 2015): 2460–68. http://dx.doi.org/10.5897/err2015.2400.
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Ghiatau, Roxana. "Ethics for Early Education; Core Concepts for Approaching Ethical Issues." Revista Romaneasca pentru Educatie Multidimensionala 16, no. 2 (May 31, 2024): 45–55. http://dx.doi.org/10.18662/rrem/16.2/845.
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Early Education is a strategic area for individual and social development. Kindergartens are spaces for ethical practice, where teachers make decisions for the children they are responsible for. The major aim of this theoretical study is to propose approaches to ethical decision-making in working with young children, with the role of improving self-reflection for teachers and future teachers. The secondary aims of the study are: 1. To identify the values and ethical guidelines for ethical-decision in Early Education; 2. To establish core concepts for approaching ethical issues, including the use of ethical codes; 3. To propose case studies in order to stimulate teachers‘ ethical reflection. A set of basic ideas of professional ethics in Early Education is presented below: (a) The Early Education profession is primarily an emotional, relational and ethical practice. Teachers bring to school their personal values, from the places where they live. (b) In order to make ethical decisions teachers need to understand the difference between the professional ethics area and the personal area. (c) Teachers should not confuse personal dilemmas with professional ethics dilemmas. Our study can provide guidelines for developing a professional learning protocol to support teachers' ethical reasoning. Reflection on issues of ethical practice exposes teachers and future teachers to various perspectives, expanding their knowledge of children and teaching.
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Genç, Süreyya. "Perceptions of Pre-Service Teachers about Teacher Professional Ethics Course Through Metaphors." Journal of Education and Training Studies 7, no. 3 (February 15, 2019): 150. http://dx.doi.org/10.11114/jets.v7i3.3977.
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The aim of this study is to determine the perceptions of pre-service teachers towards teacher professional ethics course. The research was carried out with 138 pre-service teachers attending pedagogical formation training certificate program a public university in Turkey. In the study, a phenomenological method was used within the scope of qualitative research model. A semi-structured form with open-ended questions was used as a data collection tool to reveal pre-service teachers' perceptions of teacher professional ethics course. In this form, the pre-service teachers were asked to complete the sentence "the teacher professional ethics course is like ......; because ......". The results obtained from the pre-service teachers' responses were analyzed using content analysis technique. Based on these metaphors and the content analysis, the validity-reliability of the categories were shared with 3 faculty members who specialize in the field of metaphors and category lists. After expert opinions, non-overlapping metaphors were determined and the final shape was given. As a result of the research, it was found out that the pre-service teachers mostly expressed the compass and light metaphors from the metaphors they produced for the teacher professional ethics course. Based on their, “the course guiding students” category is the most commonly expressed metaphor among the categories formed in common characteristics. According to the pre-service teachers, teacher professional ethics course guides people in the right direction. As a result of the research, it was noted that pre-service teachers were able to express their own specific attitude and in-depth thinking abilities to express their perceptions about the subject.
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Kostyria, Iryna, and Andriy Коss. "ORGANIZATIONAL AND PEDAGOGICAL ASPECTS OF FORMATION OF PROFESSIONAL AND GENERAL ETHICS." Theory and practice of social systems management, no. 1 (March 30, 2022): 84–99. http://dx.doi.org/10.20998/2078-7782.2022.1.07.
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the article reveals the formation of professional and general ethics in future professionals; the need to maintain the mental health of students is emphasized; introduction of technologies for creative transformation and modernization of modern higher education of students; development of general ethics to form the basis of professional ethics. The essence of the technology of formation of competencies of general and professional ethics in future teachers is revealed.
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Sajid, Sajid Mahmood, Yasmeen Khatoon, and Qaisar Abbas. "Effects of University Teachers' Professional Ethics on their Students' Achievements." Global Sociological Review IX, no. I (March 30, 2024): 1–12. http://dx.doi.org/10.31703/gsr.2024(ix-i).01.
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This study investigates the impact of university teachers' professional ethics on the academic achievements of their students. Employing a descriptive research design and utilizing survey methods, the study focuses on graduation-level education at the University of Okara, Punjab. The population of the study encompasses students enrolled at the University of Okara, necessitating the use of convenient sampling techniques due to its size. Eight departments, including Botany, Chemistry, Education, English, Information Technology, Management Sciences, Mathematics, and Zoology, were selected for data collection. A self-developed Professional Ethics Rating Scale (PERS) was employed to measure the ethical conduct of teachers. The scale's validity was confirmed through expert opinion, and its reliability coefficient was determined to be 0.79. The study revealed a significant relationship between teacher ethics and student achievement. The findings underscore the importance of ethical conduct among university teachers and its profound influence on student academic performance.
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HAYDON, GRAHAM. "Should teachers have their own professional ethics?" Journal of Philosophy of Education 30, no. 2 (July 1996): 301–6. http://dx.doi.org/10.1111/j.1467-9752.1996.tb00399.x.
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Schwimmer, Marina, and Bruce Maxwell. "Codes of ethics and teachers’ professional autonomy." Ethics and Education 12, no. 2 (February 15, 2017): 141–52. http://dx.doi.org/10.1080/17449642.2017.1287495.
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Fisher, Yael. "Exploration of values: Israeli teachers’ professional ethics." Social Psychology of Education 16, no. 2 (April 7, 2013): 297–315. http://dx.doi.org/10.1007/s11218-013-9211-0.
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Prakasha, G. S., and Jayamma H. R. "Professional Ethics of Teachers in Educational Institutions." Artha - Journal of Social Sciences 11, no. 4 (December 1, 2012): 25. http://dx.doi.org/10.12724/ajss.23.2.
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This article dwells on the deteriorating value system inIndia. It presents a glimpse of the value system thatexisted in India during the Gurukul age, the British reignand also analyzes the present situation. It highlights fromvarious reviews that the education system in India has thepotential to nurture the desired value system.
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Subakat, Rahayu, Suwarno Suwarno, and Moh Isbir. "Transcendental Structuralism Perspective on Teacher Professional Ethics (Review on Al-‘Alaq 1-5)." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 9, no. 2 (October 21, 2022): 169–84. http://dx.doi.org/10.15642/jpai.2021.9.2.169-184.
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Philosophically, Q.S. Al-'Alaq 1-5 forms an ethical structure as the foundation for developing the teaching profession in Islamic education. The theoretical claim in this study is Q.S. al-'Alaq 1-5 was elaborated with the theory of transcendental structuralism, resulting the structure of professional ethics. In addition, the theory of professional ethics for teachers can be used as a theoretical framework to analyze the problems of teachers as educators in general. The aims of this study are to explain the relationship between Q.S. al-'Alaq 1-5 with the ethics of the teaching profession, to describe the form of the structure of professional ethics in Q.S. al-'Alaq 1-5 and to clarify the implementation of the professional ethics structure of Q.S.al-'Alaq 1-5 teachers in Islamic education. In addition, the research method used in this research is library research. It is conducted by collecting and reading literature to find theoretical concepts using the constructivist paradigm and the hermeneutic approach of transcendental structuralism. Furthermore, source of data for this study are based on the Koran and interpretation; classic, modern, and contemporary. Data is analysed using content analysis. It is by analyzing the message content of the letter Al-'Alaq verses 1-5 and Kuntowijoyo's prophetic social theory. Finally, the result of this study shows that the structure of the professional ethics of teachers based on Q.S. Al-'Alaq 1-5 is about the relationship between spiritual, rational, ethical, scientific, and social transformation awareness.
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Hall, Michael. "Research Ethics: Deontological Perspectives." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (January 1, 2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.
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The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities.
Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews.
Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations.
This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
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YOON, KYEONGWON. "A Brief Study on Principles for the Content and Orgarnization of KFL/KSL Teacher’s Professional Ethics." Sookmyung Research Institute of Humanities 12 (October 31, 2022): 183–208. http://dx.doi.org/10.37123/th.2022.12.183.
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This paper aims to lay a theoretical foundation and find an effective approach for establishing KFL/KSL teacher’s professional ethics through a literature review on teaching ethics. The results are as follows. First, teaching ethics first identified the basic characteristics of ethics required by teachers through the analysis of literature data in related fields, and then categorized them to describe the details. Second, teaching ethics integrally approached the universal teacher’s values and its practice in terms of cognitive, affective, and behavioral function. Third, as all occupational groups are currently specialized, teaching ethics is also being reinterpreted from the perspective of expert ethics. Referring to that, the following conclusions can be drawn. First, in order to establish KFL/KSL teacher’s professional ethics, it is necessary to approach from the aspects of ‘duty ethics’ and ‘utilitarian ethics’, and the specificity of KFL/KSL field should be considered. Next, its details should be described with a focus on ethical practices, and should be integrated with the universal teacher’s values(clergy, labor, and profession). Lastly, it must be practiced in a behavioral function, so an integrated approach is required.
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McFubara, PhD, Kalada Godson, and Augustina Chikaodili Isabu, PhD. "Nursing Ethics Education and Practice in the Niger Delta Region of Nigeria." Research in Health Science 4, no. 4 (October 29, 2019): p294. http://dx.doi.org/10.22158/rhs.v4n4p294.
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Whereas nursing profession helps the well and the sick regain independence as rapidly as possible, nursing ethics education provides the basis for effective professional practice.Objectives: This study sought to identify factors affecting nursing ethics education and to describe impact of nursing ethics education on nursing practice. Method: A descriptive cross sectional study was conducted, and two sets of questionnaires were developed and administered, one to 80 final year nursing students, the other to 60 nursing teachers in four universities. The questionnaires had 18 and 21 question items respectively covering demography of the respondents, knowledge from ethics education, factors affecting ethics education and impact of ethics education on nursing practice. Nominal scale data were collected and analyzed on a Microsoft Excel spread sheet. Frequencies and percentages of responses were calculated and tabulated under question categories.Results: Response rate was 86.3% for students and 51.7% for teachers. Although nursing ethics education is provided as a whole semester course, 51% of students and 80% of the teachers erroneously understand ethics as adherence to professional code of conduct. Even so 70% of both respondent groups were prepared to practice effective nursing. Meanwhile 82% of the students and 53% of teachers were of the view that professional negligence is a major ethical issue in practice. Conclusion: The nursing profession is committed to providing ethical practice, but the practitioners and their trainees lack the correct knowledge of what ethics really means. Due to this incorrect knowledge undue attention is being given to professional negligence. It is a challenge and may be giving rise to a protectionist practice. The inclusion of specialists in ethics or moral philosophy to teach nursing ethics as well as the adoption of dialogic and case study methods of teaching will avoid these challenges and enhance the proper understanding and application of principles and theories of ethics in nursing practice.
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Asgari, Ali, and Sajjad Bahmani. "The Role of Organizational Culture in the Emergence of Teachers’ Professional Ethics." Integration of Education 26, no. 1 (March 30, 2022): 10–26. http://dx.doi.org/10.15507/1991-9468.106.026.202201.010-026.
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Introduction. Paying attention to the improvement of teachers’ professional ethics is of special importance in educational organizations, especially secondary schools. Accordingly, the present study seeks to investigate the role of organizational culture in the emergence of teachers’ professional ethics. Materials and Methods. This research is descriptive-correlational in terms of data collection method. The statistical population of the study includes all teachers in Khosf, 180 people, of which according to Cochran’s formula, 123 people were selected as sample members by simple random sampling. Respondents included a majority of female. Denison’s Organizational Culture Questionnaire and Cadozier Professional Ethics Questionnaire were used to collect data. The validity of the questionnaires was confirmed using content validity and their reliability was obtained by Cronbachʼs alpha of 0.97 and 0.94, respectively. Data analysis was performed in SmartPLS 3 software environment using structural equation modeling method. Results. The results of testing the main hypothesis of the research showed that organizational culture plays a role in the development of teachers “professional ethics and about 94% of changes in teachers” professional ethics in schools are explained by organizational culture. Also, the results of testing the sub-hypotheses of the research based on examining the role of each component of organizational culture in the emergence of teachers’ professional ethics showed that each of the components of work engagement, integration, adaptation and mission explain the changes in the professional ethics of teachers in schools, among which, the mission component has the most and compatibility has the least impact. Discussion and Conclusion. The conclusions contribute to the development of the concept of organizational culture, provided that organizational culture and its components play a critical role in the development of teachers’ professional ethics. Accordingly, it can be concluded that a good organizational culture in schools can strengthen the professional ethics of teachers and create a good environment for the emergence of professional ethics among them.
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Habib, Hadiya. "Professional Ethics among College Teachers in relation to Social Intelligence." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 14–18. http://dx.doi.org/10.34293/education.v7i4.575.
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The present research was conducted to study the relationship between professional ethics and social intelligence of college teachers. In this regard, a sample of 200 college teachers was aimlessly selected. Two questionnaires were chosen to collect data. The collected data were analysed through SPSS software and proper statistical methods like mean, t-test and Pearson Correlation coefficient were used. The results demonstrated that there is no significant difference in the professional ethics mean scores of male and female college teachers, i.e. both the groups measure similar to professional ethics. The study also admits that there is a significant correlation between the professional ethics and social intelligence of college teachers, which means that higher the professional ethics, higher will be the social intelligence and vice versa.
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Nisaa', Choirun, and Ardi Rispurwanto. "Etos Kerja Guru MI Bersertifikat Profesional." Dawuh Guru: Jurnal Pendidikan MI/SD 1, no. 1 (February 25, 2021): 79–92. http://dx.doi.org/10.35878/guru.v1i1.262.
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Law Number 14 of 2005 concerning Teachers and Lecturers states that every teacher is required to have four basic competencies, namely pedagogical competence, personality competence, professional competence, and social competence. The research objective was to determine the relationship between teacher work ethics and professional certificates. The method of this research is a qualitative descriptive approach related to work ethic and then the correlation is sought with professional certificates through quantitative methods. The subjects of this study were 16 teachers of Madrasah Ibtidaiyah (MI) in Pundong District, Bantul Regency, Yogyakarta. The results showed that teachers who were certified professional educators had good competence and high work ethic. Based on the results of the product moment correlation analysis, it was obtained a correlation coefficient (rxy) of 0.087 with p = 0.750, which means that there is a relationship between teacher work ethics and professional educator certificates, but the correlation is very weak or very low.
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Seyfi Fathabadi, Sima, Najmeh Hajipour Abaei, and Hamdollah Manzaritavakoli. "Structural equation model of the relationship between professional ethics and teacher emotions with the mediation of moral identity." Journal of Adolescent and Youth Psychological Studies 4, no. 6 (2023): 86–93. http://dx.doi.org/10.61838/kman.jayps.4.6.9.
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Background and Aim: teachers gain effective experiences of their ethics, capabilities and emotions by using primary and secondary evaluations of the context of the school and classroom. The main goal of the current research was to design a model of professional ethics based on teacher's emotions with the mediating role of moral identity in teachers of Babak city. Method: This research is a descriptive correlation research. The statistical population of this research includes all the teachers of Shahrbabak city, whose number is 1200. From this number, 291 people were selected as the sample size using Cochran's formula. The sampling method used for teachers in Babak city in this research was simple random sampling method. After determining the sample size in each class, simple random method was used to select the sampling unit and 291 people were selected using simple random sampling and the questionnaire was distributed among them. Then, using Armito et al.'s (2011) professional ethics questionnaires, Ghasemi et al.'s (2018) teacher emotions, and Majdabadi's ethical identity (2016) data were collected. Statistical analysis was done using Amos and SPSS software and structural equation model. Findings: The results of the hypothesis analysis showed that the effect of the mediator variable in the regression model is significant and effective. As a result, the main hypothesis of the research that there is a relationship between professional ethics based on teacher's emotions and the mediating role of moral identity in teachers of Babak city is confirmed. Conclusion: Therefore, all the hypotheses of the research are confirmed and finally it can be concluded that there is a positive and significant relationship between the research criteria.
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Ismoilova, Yu, and U. Mamatova. "Pedagogical Features of the Formation of Pedagogical Ethics in Future Teachers." Bulletin of Science and Practice 7, no. 5 (May 15, 2021): 503–8. http://dx.doi.org/10.33619/2414-2948/66/56.
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The article is devoted to the formation of pedagogical ethics in future teachers and the study of the problems of pedagogical characteristics. It is imperative to pay attention to the knowledge of future teachers because mastering the system of competent reading in higher education is their social and professional duty. Therefore, future teachers need to know the rules and requirements of pedagogical ethics. Because mastering the etiquette of a teacher: professional ethics of future teachers — the formation of knowledge, skills and competencies in the ethics of a teacher; guide, regulate and monitor the coach’s relationship with children, colleagues and parents in the educational process; to learn the norms that must be adhered to in ethical relations between the participants in the pedagogical process, to understand the need for their assimilation; serves to increase the spiritual and moral level of future teachers. The theoretical and practical significance of the study lies in the substantiation of the need for optimal coordination of the priorities of professional development, the need for their competent implementation.
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Chukwu, Chukwuemeka Joseph, Evelyn Ijeoma Ezepue, Kalu-mba Evelyn, Ukamaka Felicia Iremeka, Nweke Prince Onyemaechi, Madu Chioma Vivian, and Iro Stephen Uwakwe. "Teachers’ Professional Ethics and Classroom Management as a Correlate of Students’ Academic Performance in Public Secondary Schools in Abia State, Nigeria." Journal of Social Sciences Research, no. 67 (July 25, 2020): 715–19. http://dx.doi.org/10.32861//jssr.67.715.719.
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The study examined teachers’ professional ethics and classroom management as a correlate of students’ academic performance in public secondary schools in Abia State, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted a Correlational Research Design. The population of the study consisted of 9,200 Secondary School Students in Public Secondary Schools. The study sampled 920 students representing 10% of the populations using Stratified Random Sampling Technique. The instrument for data collection was structured questionnaire titled: “Teachers’ Professional Ethics and Classroom Management of Students Academic performance (TPECMSAP)”. The instrument was validated by three experts. The instrument was tested using t-test method and calculated with Pearson’s Product Moment Correlation which yielded an index of 0.71 for teachers’ professional ethics and 0.89 for classroom management. Data collected was analyzed using mean and standard deviation to answer the research questions. Pearson’s r, R2 (coefficient of determination) and multiple regression analysis was used to test the null hypotheses at 0.05 levels of significance. The findings of the study revealed that there is a significant relationship between teachers’ professional ethics, classroom management and students academic performance. The findings of the study revealed that employment of qualified teachers and other professionals’ demands for practices to ensure high academic performance. Based on the findings, it was recommended among others that government and the school administrators should organize seminars, workshops and conferences to create more awareness on teachers’ ethics and classroom managements on academic performance of students in Nigeria.
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Ji, Zhaolin. "Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers." International Journal of Learning, Teaching and Educational Research 16, no. 9 (September 30, 2017): 88–113. http://dx.doi.org/10.26803/ijlter.16.9.8.
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Bissembayeva, N., S. Nurgaliyeva, and P. Ishanov. "Teacher ethics as a research problem: a narrative review of the scholarly writings." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 48–53. http://dx.doi.org/10.31489/2021ped2/48-53.
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The authors explore a vital problem of our time, i.e., the professional ethics of teachers. Considering the relevance of this problem, the authors of this paper initiated a study devoted to a narrative review of scientific sources of foreign authors from far and near abroad on teaching professional ethics to future teachers, synthesizing points of view on key aspects of this problem. The research was carried out by the method of systematization and generalization of pedagogical experience in the aspect of the issue under study, thus the authors of this work tried to bring experimental facts of scientific views of authors from far and near abroad into the system of observation. According to the results of interviews with graduate students, the majority of respondents have low indicators of knowledge and skills in the field of professional ethics by the end of university, which will have a negative impact on their future professional activities. The results of research will expand scientific knowledge on the problem of forming professional ethics among students-future teachers and complement the main provisions of professional ethics and concepts of moral and professional development of the individual, enriching the theory and methodology of continuing professional education.
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Zhunusbekova, Aziza, Gulbala Koshtayeva, Moldakhmetova Zulkiya, Orazgaliyeva Laura Muratbekovna, Atymanova Kargash, and Semyonova Marina Vasilyevna. "The role and importance of the problem of ethics in education." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 787–97. http://dx.doi.org/10.18844/cjes.v17i3.6949.
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The purpose of this research; To evaluate the role and importance of the ethical problem in education through the ethical perceptions of primary school teacher candidates. The research was designed in accordance with the phenomenology pattern, one of the qualitative research designs. In this research, 40 teacher candidates studying in primary school teaching departments in various universities in Kazakhstan in the 2021-2022 academic year constitute the study group of the research. Research data were collected through a semi-structured interview form developed by the researchers. As a result of the research; Primary school teacher candidates' views on ethical behaviors in the teaching profession were evaluated, and teachers ranked ethical behaviors as professional commitment, justice/equality, honesty/reliability, objectivity/impartiality, professional development, respect and professionalism. The pre-service teachers who participated in the research described discrimination, professional abuse, bribery, indiscipline and irresponsibility as unethical behaviors. In addition, the majority of teacher candidates participating in the research stated that the role of ethical behavior in the teaching profession is very effective. It is necessary to increase the courses taken by pre-service teachers during their education on professional ethics, and the course content should be developed in order to ensure their development.
Keywords; Ethical behavior, ethics in education, prospective teachers, unethical behavior.
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Bagum, Munwar, and M. Ali Gardezi. "Attitude of Secondary School Head Teachers towards their Teachers: Professional Ethics Perspective." Review of Education, Administration & LAW 3, no. 1 (June 30, 2020): 21–30. http://dx.doi.org/10.47067/real.v3i1.18.
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The main purpose of this qualitative study was to explore and analyze the attitude of secondary school head teachers towards their teachers’ professional ethics perspective. To achieve the objectives, six head teachers (3 males and 3 females) and twenty teachers (10 males and 10 females) were conveniently selected as participants of the study from Multan city. The data were collected through a semi structured interview protocol carrying nine questions and seven focused group discussion questions after taking appointments from the participants. The tape-recorded interviews and discussions were transcribed and thereafter the researchers made thorough examination of data in order to gauge trends of respondents’ views. Furthermore, key ideas were identified, categorized and then condensed. The identified key ideas were codified and organized into themes. All the interviews were conducted in national language Urdu. Each interview lasted about 30-40 minutes. The researchers used the audio-tape for discussions but also took the written notes of the heads and their teachers. It was found that all teachers had positive attitude towards professional ethics. The study concluded that teachers who act more professionally and also aware of their duties, relatively observe teachers’ professional code of ethics both in and outside the class. It was recommended that, in order to enhance teachers’ knowledge of the professional code of ethics, there should be regular refresher courses programs in the form of seminars and workshops.
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Indriawati, Prita, Mustofa Yulianto, and Evalilis M. Simamora. "Kode Etik Profesi Guru." Jurnal Syntax Fusion 3, no. 01 (January 25, 2023): 103–14. http://dx.doi.org/10.54543/fusion.v3i01.247.
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The code of ethics for the teaching profession is a guide as well as the moral basis for a teacher in professional behavior, including Guidance and Counseling teachers. The Importance of Professional Codes of Ethics Codes of ethics are a way to improve organizational ethics so that individuals can act ethically. Meanwhile, violations of the teaching professional code of ethics are violations of norms, values and written professional rules that explicitly state what is right and good for a profession in a society that is influenced by misconceptions, lack of preparedness of teachers and students, and lack of inculcation of character. By using a literature study, in practice violations of the professional code are still found in the administration of education. To overcome violations of the teaching professional code of ethics, one of them is by taking firm action and imposing severe sanctions on individual teachers who commit cases of professional ethics because it is very detrimental to the teacher as a profession whose one of its duties is to set a good example towards students
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Courtade, Ginevra R., and Barbara L. Ludlow. "Ethical Issues and Severe Disabilities: Programming for Students and Preparation for Teachers." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 36–42. http://dx.doi.org/10.1177/8756870508027001-207.
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Professional ethics govern how members of a discipline interact with clients and with each other; in special education in general and in severe disabilities specialization area in particular, there has been too little discussion of the principles of professional behavior that should be applied when ethical dilemmas arise. This article discusses the ethical issues inherent in service delivery for children, adolescents, and adults with severe disabilities and personnel preparation for the professionals who work with them as well as their applications to rural contexts. The goal is to highlight some of the ethical dilemmas educators are likely to face as they work to provide appropriate programs and services to children and adolescents with severe disabilities in rural schools and communities.
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Natuna, Daeng Ayub, Yessica Julianti, Muhammad Jais, Wilson Wilson, and Ria Rizkia Alvi. "Professional Performance: Analysis Based on the Optimization of Infrastructure and Work Ethics of Arts and Culture Teachers." AL-ISHLAH: Jurnal Pendidikan 15, no. 3 (July 16, 2023): 2733–45. http://dx.doi.org/10.35445/alishlah.v15i3.2653.
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This study aims to determine and analyze the influence of infrastructure optimization on the professional performance of Cultural Arts Teachers at Pekanbaru City High School; find and analyze the effect of work ethic on the professional performance of the Arts and Culture teachers at Pekanbaru City High School; found and analyzed the influence between the optimization of infrastructure and work ethic on the professional performance of the Arts and Culture teacher at Senior High School in Pekanbaru. The research methodology used in this study is a quantitative research method. The research tool used in data collection is a questionnaire. The population in this study were all 87 teachers of Cultural Arts at Pekanbaru City High School, with a sample of 47 teachers in this study. Methods of data analysis in this study using descriptive statistical analysis methods and inferential statistical analysis methods. Managing analytical, statistical data in the description of this study using Microsoft Excel tools and the Windows 23 version of SPSS. The results shown in the study are for the following reasons; a significant and positive effect was obtained between the variables of infrastructure optimization on the Professional Performance of Cultural Arts Teachers at Pekanbaru City Senior High School; a significant and positive effect was obtained between work ethic on the Professional Performance of Cultural Arts Teachers at Pekanbaru City Senior High School; There is a significant and positive influence between the optimization of infrastructure and work ethic variables on the Professional Performance of Cultural Arts Teachers at Pekanbaru City Senior High School. This means that the better or proper the facilities and infrastructure at the school, the higher the teacher's professional performance, then the higher the teacher's work ethic towards his work, the higher the teacher's professional performance, as well simultaneously.
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Freeman, Nancy K. "Professional Ethics: A Cornerstone of Teachers' Preservice Curriculum." Action in Teacher Education 22, no. 3 (October 2000): 12–18. http://dx.doi.org/10.1080/01626620.2000.10463015.
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Guo, Yiling. "Research on the Path of Improving Teachers' Professional Ethics in the Context of The New Era." International Journal of Education and Humanities 4, no. 2 (September 1, 2022): 34–36. http://dx.doi.org/10.54097/ijeh.v4i2.1479.
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In the new era, China's education construction pays more and more attention to quality education; based on this, improving teachers' professional ethics has also become a hot and focal issue of current research. By analyzing the critical points of improving the professional ethics of college teachers in the new era, we discuss three aspects, including the professionalism of subjects. Then, we discuss the urgency of improving teachers' professional ethics in the new era and propose relevant strategies.
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., Sheenam, and Mamta Taneja. "PROFESSIONAL ETHICS AMON SCHOOL TEACHERS IN RELATION TO JOB SATISFACTION." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11223–29. http://dx.doi.org/10.21922/srjhsel.v9i46.1527.
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The present study is about the study of Professional Ethics Among Secondary School Teachers in Relation to Job Satisfaction. The sample consists of 300 school teachers selected randomly from Fazilka, Muktsar and Faridkot districts of Punjab. Professional ethics scale by Dr. Rajveer Kaur and Job satisfaction scale by Meera Dixit, (1993) were used. Mean, Median and SD are used to describe the data and correlation is used to find the relation between variables.This study revealed that there is significant relationship between professional ethics and job satisfaction of male andfemale secondary school teachers.The relation of professional ethics and job satisfaction in case of female secondary school teachers is lightly higher than the males.
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Yi, Geng. "Professional Quality and Skill Requirements of Maternal and Infant Care Teachers." Academic Journal of Science and Technology 9, no. 1 (January 20, 2024): 137–41. http://dx.doi.org/10.54097/dsmhd393.
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Maternal and infant care teachers are professionals specializing in maternal and infant care, with certain professional quality and skill requirements. This paper aims to summarize the professional quality and skill requirements of maternal and infant care nurses. In terms of professional quality, maternal and child care teachers need to have good communication skills and interpersonal skills to cooperate effectively with family members and other health care staff. They should also have keen observation and patience, able to take meticulous care of the needs of the mother and baby. In addition, they need to have a sense of confidentiality and professional ethics, keep patient information confidential and respect patient privacy. In short, the professional quality of maternal and infant care teachers requires them to have good communication skills, interpersonal skills and observation skills, while maintaining a professional sense of confidentiality and professional ethics. In terms of skill requirements, they need to master basic medical knowledge and nursing skills, and be familiar with maternal rehabilitation and early childhood knowledge. These requirements enable maternal caregivers to provide high quality maternal and infant care services.
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Zhou, Ganfeng. "The Organizational Commitment and Ethics in Higher Vocational Colleges Towards a Professional Program." International Journal of Education and Humanities 13, no. 3 (April 24, 2024): 292–95. http://dx.doi.org/10.54097/1ddm8t75.
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This study assessed the organizational commitment and ethics in higher vocational colleges of teachers as they attend to their duties and responsibilities in school. It aimed to offer an enhanced professional program as yielded in the study. This study employed a non-experimental quantitative design which naturally measured the occurrence of variables. Specifically, the descriptive research design and cross-sectional assessments was used to describe the relationship of teachers’ ethical climate and organizational commitment. This paper analyzed the relationship between ethics and organizational commitment through a questionnaire survey of 226 teachers in higher vocational colleges. the assessment of the prevailing ethics, which included dominant characteristicsics, commitment to organizational leadership, employees’ relationships, and success achievement, was correlated with the assessment of organizational commitment based on commitment to the school's vision, commitment to the mission profession, commitment to teaching, and commitment to the work group.The correlation coefficients were positive, indicating that as the assessment of prevailing ethics increases, so does the assessment of organizational commitment, and vice versa.
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HROBKOVÁ, MÁRIA, and BEÁTA POŠTEKOVÁ. "CODE OF ETHICS FOR TEACHERS IN CATHOLIC SCHOOLS." AD ALTA: Journal of Interdisciplinary Research 13, no. 2 (December 31, 2023): 80–84. http://dx.doi.org/10.33543/j.1302.8084.
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Currently, there are many problems of an ethical nature, so it is necessary to look for possible solutions. One of them is the code of ethics, which forces people to reflect on their mission and the duties they have towards the environment that surrounds them. The code of ethics of a Catholic school teacher is specific in comparison with other professional codes, because in the behavior and actions of a Christian teacher, everyone should see an evangelical person.
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Ashraf Mohammad Abu Khayran, Eman Mousa Alswaiti, Hussam Al-, Ashraf Mohammad Abu Khayran, Eman Mousa Alswaiti, Hussam Al. "The degree to which educational supervisors possess the ethics of the profession from the teachers' point of view in the Hebron governorate: درجة امتلاك المشرفين التربويين لأخلاقيات المهنة من وجهة نظر المعلمين." مجلة العلوم التربوية و النفسية 5, no. 50 (December 29, 2021): 50–25. http://dx.doi.org/10.26389/ajsrp.e080621.
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This study aimed to investigate the degree to which educational supervisors possess professional ethics from the teachers ’point of view in the Hebron Governorate. This study was conducted on all school teachers in the Hebron governorates in the second semester of the academic year 2020/2021 on a sample consisting of (505) teachers. The researcher used the descriptive approach, where by the researcher built the study tool, which relates to the degree of educational supervisors ’ownership of professional ethics from the teachers’ point of view in the Hebron governorate. The researcher made sure of the validity and reliability of the tool. The study found that the degree to which educational supervisors possessed professional ethics from the teachers ’point of view in the Hebron governorate came to a large extent, and there were differences in the degree to which educational supervisors possessed professional ethics from the teachers’ viewpoint in the Hebron governorate depending on the gender variable and in favor of males, and according to the educational qualification variable and in favor of the academic qualification. Master's degree or higher, according to the variable of years of experience and in favor of years of experience (5-10) years, and according to the variable of the teacher’s teaching phase and for the kindergarten phase, and according to the directorate’s variable and in favor of the Yatta district Based on the results of the study, the researcher recommended: Paying attention to the educational supervision process at all levels and fields, giving value to the supervisor's report by granting incentives to teachers, increasing the number of supervisors in all directorates, and increasing the number of supervisors' visits to teachers.
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Yıkmış, Göksel. "Opinions and suggestions of preservice special education teachers on ethical principles." Cypriot Journal of Educational Sciences 17, no. 4 (April 30, 2022): 1398–411. http://dx.doi.org/10.18844/cjes.v17i4.7063.
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This study aims to explore the opinions and suggestions of preservice special education teachers about the ethical principles that should be followed in the field of special education. The study adopted qualitative methodology. The data were collected through semi-structured interview questions. The participants of the study are senior students who study at the special education department of a faculty education in a university in the Western Black Sea region. One of the prerequisites sought for students is that they have successfully passed all junior year courses and the other is that they have taken the Ethics and Ethics in Education course. The data collected in the study were analysed through content analysis. In addition, the Maxqda programme was used in the analysis of the data. Research findings were categorised under five themes. The themes are ethical principles, ethical characteristics that special education teachers should have, ethical and unethical behaviours, the impact of training and legal regulations on ethics and suggestions of the participants on ethics were collected under the sub-categories. Keywords: Ethics, ethics in special education, professional ethics.