The relationship between ethical behaviour and self-concept amongst a group of secondary school teachers in the Northern Cape

Abstract

The problem of unethical behaviour in South Africa is of increasing importance, as indicated by disturbing crime statistics. A specific area of interest concerning ethical behaviour involves South African educators. Various incidents of unethical conduct and crime were reported amongst teachers. In light of this, it is important to focus on the factors that could influence unethical behaviour amongst educators in South Africa. Researchers have indicated a relationship between self-concept and ethical behaviour. The manner in which these variables are related amongst South African secondary teachers has however not been demonstrated yet. In order to determine the relationship between ethical behaviour and self-concept, the Tennessee Self-Concept Scale and the Work Beliefs Questionnaire were applied on an availability sample of 70 secondary school teachers in the Northern Cape Area. Results indicated highly significant relationships (p ≤ 0,01) between the following self-concept dimensions and ethical behaviour: social self and ethical behaviour, personal self and ethical behaviour, as well as physical self and ethical behaviour. Significant results (p ≤ 0,05) were found between value self and ethical behaviour, critical self and ethical behaviour, as well as family self and ethical behaviour. A number of recommendations were made. Firstly, in the light of the influence that the level of self-concept has upon ethical behaviour, it is advisable that teaching organisations consider self-concept during the selection of secondary school teachers. Secondly, self-concept should be taken into account when planning organisational interventions and training with regard to improving ethical behaviour. Thirdly, self-concept development, which may improve ethical behaviour amongst secondary school teachers, should be rewarded within organisational context.

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