Secondary school teachers code of ethics in Ethiopia: implications for policy and practice

Abstract

This study investigated the implementation level of teachers' code of ethics in secondary schools in Ethiopia. A descriptive survey research design with quantitative and qualitative approaches was employed. The study participants were 404 teachers, 289 students, 10 principals, and 5 district education office experts. Data was collected by means of questionnaires and interviews. The quantitative data was analyzed by using percentage, frequency, mean, standard deviation, and independent samples t-test and the qualitative data through thematic analysis technique. The findings indicated that teachers implemented the code of ethics regarding students, colleagues, and the teaching profession at a high level; however, their commitment was low to the parents and the community domain. The study also revealed that gender, age, and teaching experience affected the implementation level of teachers' code of ethics in the three dimensions. Based on the results, it is recommended that concerned bodies need to: pay due attention to ethics courses in the initial teacher training programs; design and implement different mechanisms that can increase teachers' intrinsic motivation and commitment to their code of ethics; frame a clear, detailed, and executable code of ethics, and institutionalize continuous community awareness program about teachers and the teaching profession as it will help them to maintain their interest in and commitment to their profession and thereby help them practice their code of ethics more effectively.

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