The Teachers’ Role in Developing Student’s Moral and Ethical Values (original) (raw)
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2013
The purpose of this study was to understand how elementary school teacher candidates define morality and moral education, (ii) evaluate their pre-service education in terms of their preparation for the role of supporting moral development of their prospective students, and (iii) envision their role in students’ moral development. Data were collected by using a survey questionnaire which required content analysis. The findings showed that teacher candidates (N=84) defined morality around universal values such as honesty, respectfulness and social rules. According to teacher candidates, raising a moral person was initially the responsibility of families, teachers’ role was complementary. The negative effect of media and social surrounding were criticized by the participants. Teacher candidates had concerns related to how to address moral development in their professional lives and thought that Classroom Management and Development and Learning courses were important for addressing mora...
The role and importance of the problem of ethics in education
Cypriot Journal of Educational Sciences, 2022
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.
Assessment of the Ethical Orientations of Turkish Teachers
Students' development in terms of values, moral education and character is crucial for the development of any society. Considering that these are gained through family and school, school principals and teachers can be the key players. Even if teachers do not deliberately act as models or ethic agents or their main purpose is not merely ethical education, they still affect the students directly and indirectly. Therefore, exploration of their ethical decisions and what orientations guide them in making those ethical decisions is highly important. In this regard, teachers' ethical orientation is worth measuring. In this study, Ethical Position Questionnaire, which has so far been commonly used to explore ethical orientations of various professionals and cultural groups, was translated into Turkish; and validity and reliability study was applied on teachers. Research group consisted of 251 primary school teachers working in state schools located in Kocaeli province, Turkey. To identify the construct validity of Ethical Position Questionnaire (EPQ), factor analysis was conducted. The analysis revealed that EPQ is two factorstructured and these factors explain %45 of the variance. Cronbach's Alpha internal consistency reliability assessed for the total items of Turkish version of EPQ was .81 and for the first subscale -idealism-, for the second scalerelativism-was found .84 and .86 respectively. In conclusion, The Turkish version of Ethical Position Questionnaire was identified as a valid and reliable research tool to assess ethical positions of primary school teachers.
Ethical relationships in the teaching profession in Slovakia
2016
Authors deal with theoretical and social contexts of the teaching profession as a starting point for empirical research into ethical relationships among Slovak primary and secondary school teachers. They surveyed the opinions of teachers at that level regarding their relationship with students, parents, colleagues and superiors. According to the research results, more than 80% of respondents positively rate the behaviour of teachers towards their students and parents from the viewpoint of realising ethical values, based on which they could be an ethical model for their students. The level of relationships among colleagues received a less optimistic rating. They were, however, much more critical in evaluating their superiors. Only approximately 60% of the members of school management could be an ethical model for other teachers.
Futuristic Implementations of Research in Education (FIRE), 2022
Professional ethics refers to desired behaviors for a certain occupation. For teachers, professional ethics reflect pedagogical practices, from curricular content to relations with stakeholders. This study aims to reveal the relationship between the factors playing role in the construction of prospective teachers' ethical values regarding the teaching profession and their perceptions of ethics. This study was designed as a convergent-parallel design which is one of the mixed methods. Prospective teachers in the education faculty at a public university in Turkey participated in this study and were determined according to stratified sampling. Professional Ethics Scale for Pre-Service Teachers developed by Gelmez-Burakgazi and Can (2018) and a questionnaire consisting of open-ended questions developed by the researchers was used as the data collection tools. Quantitative data were analyzed with Mann Whitney U and Kruskal Wallis H tests, the qualitative part was analyzed with content analysis and the relationship was explored with simple correspondence analysis. According to findings the reasons to be a teacher, things they hear about professional ethics first, the pre-university process, undergraduate courses, and academicians' role are the things that help to build professional ethics. This reminds us the education process for all teaching levels is important for gaining ethical values.
Designing a Professional Ethics Model for Primary Teachers in Yazd
International Journal of Ethics and Society, 2020
Background: Regarding the principles of professional ethics by teachers is one of the most important and vital issues in the field of education and training of children, especially in primary school. In this regard, the purpose of this study was to design a model of "professional ethics" for primary school teachers in Yazd. Method: The research approach was qualitative and the research method was "grounded theory". The study population was all primary school teachers in Yazd. 11 interviews were conducted until the theoretical saturation was reached. Participants were selected using "theoretical sampling" method. The research tool was "indepth semi-structured interview". Data were analyzed at three levels of open, axial and selective coding. The "triangulation" method `as used to determine the validity of the data. Results: The findings showed that the core catregory of this research is professionalism. Also, the most important causal conditions included culture and family education, teacher modeling, the position and importance of ethics in the educational system, the position of the teacher's job and moral education. In addition, rules and regulations, salaries and benefits, school climate, school management and the structure of the education system were the most important contextual conditions. Environmental intervention conditions including socio-cultural, political, economic and technological environment were identified. Strategies, motivation and feedback were also determined. Finally, concequences were identified, including students' performance and life course, popularity, career success, and social impact. Conclusion: In a general conclusion, it should be said that the presented model can be used in the development of ethical and professional codes and by training ethical teachers can take a big step toward promotion of science, understanding and ethics in society.
A STUDY OF TEACHING AND DISPLAYING ETHICS BY THE TEACHERS
Teachers are supposed to follow and reflect the ethics as practiced by other professionals. Some morals are followed inadvertently where as others are ignored because the teachers does not obey the commitments of good and bad but they keep a balance between many other commitments also. Therefore the practices coming into play may not be the same as perceived essential hence the study becomes indispensable to dig out the realities on ground. This study focuses on identification of teaching ethics being practiced and their consequent effect there on. Effort was geared on the utilization of the students' perceptions about ethics followed and practiced by their teachers. It was a quantitative survey based on the survey of opinions of the students of nine universities where in a likert type scale was used with seven graduations. Descriptive and t statistics were used to draw the inferences. It could be found that the ethics emerge out of the personal traits of teachers as per perceptions of male and female students.
Ethical awareness and ethical orientation of Turkish teachers
Education, 2013
This study inquires ethical evaluation of teachers, investigating their moral reasoning to ethical decision making, in Turkey. Specifically three hypotheses were tested: Overall ethical awareness of teachers is high; Teachers will identify reasons for ethical evaluation related to philosophical values such as justice, deontology, utilitarianism, relativism and egoism; and the willingness of the teachers to take questionable actions is low. A survey was conducted among 117 teachers who were voluntarily participated to the survey. The author created eight scenarios in education context, and modified the Multidimensional Ethics Scale into Turkish. The scale was reduced into four dimension; justice, utilitarianism, relativism and egoism, after the modification process. Results revealed that, overall ethical awareness of the teachers is high. Secondly, philosophical values affect the participants’ ethical evaluation; especially justice has the strongest effect on their ethical reasoning. Lastly, they are not willing to take the unethical action. This paper aimed to contribute ethics and education studies exploring teachers’ ethical decision-making, using and philosophical values as reason.
Students’ views on ethical issues in Slovak education
2018
The authors of the contribution closely follow the published results of their sociological research regarding views of Slovak teachers at primary and secondary schools in the area of relationships with students, parents, colleagues and superiors (Gluchman, & Gluchmanová, 2016). The present contribution analyses views of students at the second level of primary school and at secondary schools by means of evaluating their relationship to teachers, as well as relationships between parents and teachers while students' views regarding the presence of violence and bullying at school are also addressed. The research results indicate that almost a third of students do not perceive their teachers as ethical models of behaviour and actions; moreover, they have also witnessed instances of corrupt behaviour on the part of teachers. On the other hand, almost two thirds of students appreciate that teachers, when addressing problems at school, proceed in accordance with ethical principles and norms. Unlike teachers, students do not believe serious problems are present when it comes to the behaviour of parents toward teachers. They, however, believe the behaviour of students towards teachers is a more problematic area.
Evaluation of Professıonal Ethics Prınciples by Candidate Teachers
Journal of Education and Training Studies, 2018
The aim of this study is to evaluate the teaching ethics principles according to the opinions of the prospective teachers. From the teaching profession ethics principles of the students, the positive and negative aspects of professionalism, service, responsibility, justice, equality, ensuring a healthy and safe environment, morality, honesty, truth and trust, impartiality, professionalism and continuous improvement, specimens were asked to explain how they would behave when they would be teachers and the answers were evaluated. Qualitative research method was used in the research and students' opinions were taken with semi-structured interview forms. Bartin Faculty of Education was formed from a total of 54 students in the 4th grade with easily accessible sample from the sampling group for the study group. The opinions of students of 27 science teaching and 27 culture of religion and knowledge of ethics teaching were taken in written form and the content analysis of obtained data was examined. There are negative behaviors of the teacher candidates such as being inadequate in the field, being closed for development, not using the technology, being unprepared for the lesson, being unprepared in terms of lesson related materials while the positive examples are being planned, using new methods and techniques, teaching lesson with real examples, using time efficiently. They think that they will be teachers who are sufficient,