FEDERAL UNIVERSITY OYE-EKITI,

DEPARTMENT OF EDUCATIONAL MANAGEMENT

LECTURE NOTE
Course Code: EDM 106
Course Title: PROFESSIONAL ETHICS IN EDUCATION
Credit: 2 CREDITS UNIT
Lecturer-in-charge: Dr P. I. Ajewole
Course Contents
1. The concept of profession in teaching.
2. Roles of training in the development of teacher professional ethics
3. Laws guiding teaching profession in Nigeria
4. Sources of laws guiding teaching profession in Nigeria
5. Types of laws guiding teaching profession in Nigeria
6. Implications of laws guiding teaching profession in Nigeria
7. Teachers’ codes of conduct/discipline.
=======================================================
References
1. Wynne, E. A. (1995). The moral dimension of teaching.
2. Baggini, J. (2005). What professionalism means for teachers today?
Education Review.
3. David, C. (2000). Professionalism and Ethics in Teaching. London:
Taylor & Francis Books Ltd.
4. Hargreaves, A. (2000). Four ages of professionalism and professional
learning. Teachers and Teaching: History and Practice.
5. Hoyle, E. (2001). Teaching: prestige, status and esteem. Educational
Management Administration and Leadership.
6. Constitution of the Federal Republic of Nigeria 1999 (as amended).
7. A. O. Sanni: Introduction To Nigerian Legal Method.
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CONTENT 1: THE CONCEPT OF PROFESSION IN TEACHING
WHAT IS TEACHING?
Teaching task is so challenging that it surpasses holding chalk, standing before
students and giving out different kinds of instructions. Teaching can be defined
as the axiom moving education impulse to deliver growth, development and
knowledge. Teaching is an act of guiding and imparting knowledge on learners
within and outside the classroom setting. This type of profession is otherwise
known as formal teaching. Formal teaching can only be professionally be done
by qualified and trained teachers.
A school teacher is a person who helps others (student or learners) to acquire
knowledge, competences or values. A teacher's first moral obligation is to

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provide excellent instruction. Teachers with a high level of moral
professionalism have a deep obligation to help students to learn.
Authors have variously defined the concept of teaching. For instance,
1. To Olatunji (1996), teaching is a social function that aims at necessary
growth in others.
2. Oyekan (1994) defined teaching as an all-purpose profession engaged in
human resource development for individual and economic growth.

CONCEPT OF PROFESSION
The word ‘profession’ does not have a single universally accepted definition.
Thus, authors have defined the concept in various ways.
1. According to Baggini, (2005), the terms “profession” and “professor”
have their etymological roots in the Latin word which stands for ‘to
profess’. To be a professional or a professor was to profess to be an
expert in some skill or field of knowledge.
2. Kennedy (2007) also noted that the term is used to classify the status of
occupation groups in terms of respectability.
3. Amaele and Amaele (2003) defined a profession as a service occupation,
which applies a systematic body of knowledge to problems that are of
great relevance to the needs and yearnings of the society.
4. Yahyah (2004) viewed a profession as an occupation which has its basis
on specialized and organized skills, knowledge and intellectual
competence. The scholar further stated that profession derives its raw
materials from the society and utilizes the raw materials to achieve set
and desired objectives.
5. Professionalism refers to the expected behaviours of individuals in
specific occupations (Tichenor ve Tichenor, 2005).
6. To Hoyle (2001), ‘professional’ is related to the improvement in the
quality of service rather than the enhancement of status.
7. Boyt, Lusch and Naylor (2001) noted that it is a multi-dimensional
structure consisting of one’s attitudes and behaviours towards one’s job
which results to the achievement of high level standards.
From these definitions, it could be inferred that profession is a multi-
dimensional structure that dictates employees’ job behaviours and attitudes to
perform the highest standards and improve the service quality.
Teachers are professional employees. Therefore, professional teachers are
expected to have been trained, have cognate experience and matured enough to
demonstrate their skills towards expected teaching-learning process. In essence,
a professional teacher is expected to have acquired a degree or Diploma in
education. Thus, professional teachers are characterized by competency in the
subject matter, using appropriate teaching aids/methodologies, proper dressing
as role models for the students and proper demonstration of the ethics of
teaching profession.

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PURPOSES OF PROFESSIONALISM
1. The respectability status of the occupation.
2. Improvement of service quality.
3. Achievement of the highest standards.
4. Self-control.
5. Professional autonomy.

CHARACTERISTICS OF A PROFESSION
The attributes of a profession can be summed up from the views of authors like
Richey (1979), Gerald and Runte (1995) and Garrison and Norreen (2003) as
follow:
1. Maintenance of a high level of professional competence: The
professionals are distinct in the discharge of their duties. For example, the
professional teachers could be differentiated from non-professionals in
the mode of their approaches, methods of teaching, and ethics of their
jobs.
2. Maintenance of personal integrity and objectivity and treating
sensitive matter with confidentiality: Professionals are bound by
obligations not to divulge the secrets of their clients.
3. Certification based on competency testing: Members of professional
bodies are certified through rigorous exams, obtaining membership forms
and payment of necessary dues.
4. Adherence to a code of conduct and altruistic service: A high degree
of self-control of behaviour through codes of ethics in the process of
work socialization.
5. Knowledge: A profession has its roots in a skill based systematic body of
knowledge. Also, a profession should require a specialized knowledge to
equip the practitioners with the basic mental skills and good scientific
foundations of such profession. This knowledge is to be acquired through
attendance of formal recognised institution of learning .The mastery of
the core relevant knowledge requires high intelligence, competence and
long period of intensive training. There is no doubt that the acquisition of
knowledge by a professional usually takes a lengthy period of years so
as to expose the trainee to the core knowledge competence require which
includes: ethical conducts, practical skills, handling different
circumstances, industrial training, strategic competence and mental
alertness needed. Professionals exhibit high standard of professional and
intellectual excellence. This is a major feature that differentiates a
professional from other occupations
6. Professional code of ethics or conduct: A functioning profession rigidly
adhere to profession’s laid down rules, values, norms and standards to
ensure control the mode of entry into the occupation. Professionals are

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 guided by principles of not exploiting the ignorance of their clients to
enrich themselves. Practitioners have strong legal demeanour to withdraw
the licence of any erring member and discipline as appropriate. They have
strong insurance cover (e.g. professional indemnity) to prevent bring
indebted to any client when a mistake or any error is committed.
Maintenance of minimum standards of decorum for professionals
included self-confidence, vitality, honesty, transparency, dignity,
integrity, loyalty, productivity excellence, and the like.
7. Formal or Professional organization: A profession should have a strong
organisation that would see to the welfare and protection of their
members. Asides all other provisions, practitioners are better protected by
the organization they belong to. All professional organisations are duly
registered in Nigeria. They include the Nigeria Society for Engineers
(NSE), the Nigeria Bar Association (NBA), Nigeria Medical Association
(NMA), just to mention must few. But the Nigerian Union of Teachers
(NUT) is only recognized as a trade Union not as a professional
organization in Nigeria.
8. Legal recognition: Engineers, lawyers, medical doctors and teachers are
highly recognized and respected professions in the society. Jekayinfa
(2003) reported that the public trust their judgements and skills. The
society cannot do way with the unique service to humanity. For example,
Decree N031, of May 1993 gave legal recognition to teaching as a
profession.
9. Freedom to practice: The policies of government does not inhibit the
autonomy of a profession. There is a total and absolute freedom to
practice a profession. A practitioner has an unshakable display of quality
job as a result of freedom granted him to perform altruistic service in the
affairs of others.
10. Controlled entrance into the profession: Entry into the profession is
guided by setting and enforcing standards for selection, training, licensure
and certification. A very good example is the medical profession; nobody
can belong to the profession, without attending mandatory one year
housemanship and enrolled them as a practitioner.
[Link] of Internship of Apprenticeship: In the process of acquiring
process of acquiring professional knowledge needed to practice the
occupation, extensive period of internship of apprenticeship is needed for
practical knowledge and excellence. Engineering, pharmacy, medicine
and law profession require one year mandatory practical knowledge of
internship. Besides, a teacher requires a period of twelve weeks of
teaching practice.
[Link] to members of the larger society: The activities of every
profession is to serve the society as a whole, using what they have
acquired in the society to develop the society.

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 [Link] and in-service growth: Different organisations have
avenues for training and re-training their practitioners. Various
professions believe that knowledge is dynamic and on-going.
Practitioners attend mandatory and instituted seminars, lectures,
conferences, workshops, presentations and exhibitions to update their
practitioners’ skills and knowledge. It is pertinent to note here that
attendance of all the above in-service trainings is not an optional affair for
all practitioners.
The ethics are philosophically inclined for being morally good in a wide
spectrum of professional activities.

PROBLEMS OF TEACHING PROFESSION IN NIGERIA

Teaching profession has been confronted with various challenges in Nigeria,
such as:
1. Poor welfares and salary.
2. Irregular self-esteem in the society.
3. Absence of education professional academy.
4. Lack of professional and in-service trainings.
5. Short period of internship (Teaching Practice).
6. High teacher-pupil ratio.
7. Political interference in education.
8. Governments failure to register NUT as a profession organization
9. Lack of autonomy by Nigeria Union of Teachers (NUT).
[Link] budgetary allocation to teaching profession/poor funding.
11. Poor working environment - e.g. problems of infrastructures, amenities
et.c.).
[Link] unqualified staff.
[Link] entry qualification

CONTENT 2: ROLES OF TRAINING IN THE DEVELOPMENT OF

TEACHER PROFESSIONAL ETHICS
Professional Ethics is the system of providing answers and solutions issues
in an organization through extensive training, interaction with real-life
models, and adhering to practices that makes an individual principled in
carrying out work duties. This are principles that examines the moral and
ethical standards that arise in a corporate environment (teaching). They
are the codes or standards that are professionally delivered or handed over
to members of an organization to aid and guide them in exhibiting
appropriate work behaviours and attitudes that allow the goals and
objectives of the organization to be attained. These codes of professional
ethics are often established by professional organizations to help guide
members in performing their job functions according to sound and
consistent ethical principles.

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Teaching as a profession has organized codes that are ethically maintained
and consistent with the principles of correct moral conduct which are
constantly monitored through appropriate training programmes. Training
is pivotal to the integral development of professional ethics in teaching. It
is germane to the success of the teaching profession. Ethics is a system of
moral principles governing the appropriate conduct of a person or a group.
Maintaining good ethics is being consistent with the principles of correct
moral conduct constantly.

The teaching service commission must include ethics in training of teachers

as a prerequisite for employment. It should not be assumed that teachers
are aware of the ins and outs of whats right and wrong in any given
situation based on their personal standards of conduct. Ethics training in
teaching professionally makes teaching profitable. It helps teachers make
consistently good decisions in service to their colleagues, parents, students
and themselves. It has been found that a majority of professionals face
ethical problems in their professional life. Therefore the need for the
development of ethical training programmes for the teaching profession.

Purpose of Developing Professional Ethics through Training

It creates a well-established ethical workplace.
It brings an alignment between professional standards and personal
conducts of teachers behaviour.
It makes the teacher to be in compliance with stipulated regulations and
laws that govern the teaching profession.
It enables the teacher to adhere to moral codes of conduct that include
honesty, diversity, compassion, and good citizenship.
Training the mind of the teacher through a conscious development of
professional ethics reduces the tendencies of involvement in unethical
behaviours or vices.
There is proper placement of values and esteem from the stakeholders
involved in education and the teacher as his/her professional duties are
concerned.
Development of professional ethics in teaching creates an atmosphere of a
great place to work where teachers are inspired to build best products
(students) and implement generated solutions to environmental crisis.

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Steps Involved In Developing Professional Ethics Training Program for
Teachers
Developing an ethics training program for teachers incorporates the
following steps:
There should be a clear cut standard of what the teaching profession stand
for. This is setting out or laying the foundation for valuable teaching
culture. It is hard to develop professional ethics training for teachers when
there is no clear cut principles of what the teaching industry stands for.
This is achievable by developing a code of conducts for the teaching
profession. This makes teachers to be aware of what already exists within
the system.
Identify members’ professional training needs: All quality training begins
with a training needs analysis. In the case of ethics training for teachers,
there is need to consider focusing on key areas within the teaching
profession. These could include; ethical conduct, both in and out of the
schools premises, privacy and data protection of both staff and students;
code of ethics; common ethical dilemmas within the school system;
organizational culture; customer relations, diversity training, regulatory
and compliance training. Developing professional ethics training is not a
one time training programme, it is continuous. The goal of different types
of ethics training is to enable teachers to make good decisions that are
consistent with the teaching culture. This may need to be reinforced in a
variety of situations over time as education changes are dynamic.
Train teachers Where They Are: This is subjecting the teacher to on-the-
job ethic training where their teaching deployment is. This is because
environment factors form one location to the other varies. And the
experience on one job location is different from the other. There could be a
need for a round-table discussion about what ethical behavior is and to
role-play tricky situations. Teachers might just need a quick reminder on a
regulation update or changes to laws on compliance. Consider micro-
learning, eLearning and instructor-led trainings options to deliver this type
of information, just in time and where they need it. While eLearning
allows employees to complete activities and trainings on their own
schedule, supplementing online activities with juicy, in-person
conversations provides variety and interactions to clarify often difficult
material.
Get School Administrators and Leaders Involved: School administrators
and leaders need to be carried along in the development of ethic training
for their teachers. A school administrator that is not ethical sound, may be
sending the message that ethics are not very important within the school
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system. Ethical leaders are committed to working with ethical employees.
Getting the leadership involved and committed from the very beginning
helps teacher all imbibing ethical values in teacher because they know
penalty for defaulters would be enforced by the leaders.
Consider Incentives: Incentives for teachers can go a long way to
encourage them in professional ethics training. This could be through
offering gift cards, afternoons off, holiday pays or other small bonuses for
teachers who go above and beyond and put their training into action. This
helps to encourage others to be ethical and morally sound in handling their
professional duties. This makes them take the training process serious.
Giving it the time, space, and resources it needs to be done well, the
training process will work.
Create Common Goals and Identity: Part of articulating an ethical culture
and getting leadership involved is the journey to creating common goals
and unified professional teaching identity for the school organization.
Make mission statement the driving force behind every decision you make.
Teachers should be treated with respect and consideration. This enables
them function as a team where everyone is appreciated, supported, and
heard.

Content 3: The Laws guiding teaching profession in Nigeria

Compliance with the minimum regulatory standards in the practice of teaching
will promote a competent, dedicated and productive classroom teacher for
character mouldings and qualitative education. Laws checkmate the excesses of
students, teachers and school administrators. Thus, there are several laws
guiding teaching profession in Nigeria.
Laws guiding teaching profession in Nigeria

Content 4: Sources of laws guiding teaching profession in

Nigeria
Historically, Nigerian laws could be traced to three origins. These are Foreign,
Local and Religious Laws.
1. Foreign Laws: This include:
i. English Law,
ii. The Nigerian legislation,
iii. Judicial Precedence,
iv. The Constitution, and
v. International treaties.
2. Local Laws: These are made up of Native Laws and Customs.
3. Religious Laws: Eg. Sharia Laws

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Every legal transaction in Nigeria can fall under any of these laws. The only
exception to this is that Native, Customs and Sharia laws are not allowed to deal
with crimes. This is because Nigeria is a secular state.

The Legislation
Legislation is the product of a deliberate and formal expression of rules of
conduct made by the relevant law making authority. Such relevant authority
must be recognized for that purpose by the operative political and legal
machinery of that state. Otherwise, the declaration lacks legality. A legislation
is the main source of law-making and law reform. Laws are made for the peace,
order and good government of Nigeria.
Legislation constitutes written laws that are often enacted by the legislative arm
of government. This entails the National Assembly and the constitution.
1. The National Assembly comprises of :
i. The Senate and House of Representatives.
ii. The State House of Assembly.
2. The Constitution: Constitution is a written document comprising various
laws by which the people living in a particular country must comply with.
i. It has binding force on all authorities and persons in Nigeria.
iii. It regulates the legislative, judicial and executive organs of
government.
iv. The constitution is superior to all other laws of the land.
However, the legislature has the power to amend a part or change the whole of
the Constitution in accordance with a special procedure laid down by the
constitution itself.

Nigerian Legal System

Basically, Nigerian statutes consist of the following: Acts, Laws, Decrees,
Edicts, and Bye Laws.
1. Acts: Acts are legislation enacted by the Federal Legislature. In other
words, the Federal Legislature is the National Assembly which consists
of the Senate and House of Representatives.
2. Laws: Laws are legislation or enactments made by the state legislatures
or having effect as if made by them. Laws are to the state government
what Acts are to the Federal Govt.
3. Decrees: A Decree is a legislation promulgated by the Federal Military
Government of Nigeria. In a military dispensation, decrees in the country
are superior legislation and take precedence over and above all other
existing statutes or legislation, including the Constitution.
4. Edicts: An edit is a law enacted by the military government of a State.
5. Bye-Laws: Bye-Laws are legislations passed by a local government
council. Local government councils across the country have various bye-
laws with respect to matters such as collection of rates, establishment of

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 motor parks, registration of births, deaths and marriages, shops, sale of
liquor, among others.
The powers of the National Assembly cover all matters in the exclusive
legislative list set out in part 1 of the second schedule to the Constitution.
Similarly, the House of Assembly of a state has powers to make laws with
respect to residual matters and matters in the concurrent legislative list, to the
extent prescribed therein. However, if any state law on a matter in the
concurrent legislative list is inconsistent with any law validly made by the
National Assembly on the same matter, the law of the National Assembly
prevails and the state law to the extent of such inconsistency becomes void.
Nigerian Legal System
Ordinary Bills
The Acts enacted by National Assembly are initiated by way of bills and the
constitution makes adequate provision as to the procedure through which bills
become Law. It is important to note that:
i. A bill may either be a private bill or public bill.
ii. It may be introduced by the chairman of the appropriate committee or
an ordinary member of the House.
iii. It may originate from the Senate or House of Representatives and shall
not become Law unless it has been passed.
iv. A bill passes through three stages before it is passed into Law:
Stage 1: Formal reading. The primary objective is to introduce subject
of bill into the house.
Stage 2: Second reading. The contents and purpose of the bill are
clearly defined, merits and demerits debated and necessary
amendments introduced. Committees may also be created where
necessary.
Stage 3: This is the third reading. The bill must be passed by a simple
majority of the members present. The bill goes through the same
procedure in the other house.
The bill is then presented to the President for assent and the President shall
within 30 days signify his assent or otherwise. Where assent is withheld, the bill
is again passed by each house by two-thirds majority and becomes law.

Legislative process under the Military

While civilian governments derive their legislative authority from the
Constitution, military regimes subdued the Constitution. The military assumed
the power to amend or suspend all or any part of the Constitution by Decrees.
The unsuspended provisions of the Constitution are usually made subject to
decrees and the courts are barred from entertaining questions as to the validity
of a Decree or an Edict.

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Content 5: Types of laws guiding teaching profession in
Nigeria
The classification of law comprises all types of law and distributes them
according to their particular and unique characteristics.
The six major types or classifications of law in Nigeria are:
1. Public Laws and Private Laws
2. Civil Laws and Criminal Laws
3. Substantive Laws and Procedural Laws
4. Municipal Laws and International Laws
5. Written Laws and Unwritten Laws
6. Common Laws and Equity Laws.

Each of these is further explained below:

1. Public Laws and Private Laws: Public Law can be defined as that aspect of
Law that deals with the relationship between the state, its citizens, and other
states. It is one that governs the relationship between a higher party (the State)
and a lower party (the citizens). Examples of public law include Constitutional
Laws, Administrative Laws, Criminal Laws, International Laws, etc.
Private law, on the other hand, is that category of the law that concerns itself
with the relationship amongst private citizens. Examples include the Law of
Torts, the Law of Contract, the Law of Trust, etc.
2. Civil Law and Criminal Law: Civil law is the aspect of Law that deals with
the relationship between citizens. It provides means for remedies if the right of
any citizen is breached. Examples of civil law include the Law of Contract, the
Law of Torts, Family Law etc.
Criminal Law is the aspect of Law that regulates crime in the society. It
punishes acts which are considered harmful to the society at large. Eg murder,
stealing, rape, et c.
3. Substantive and Procedural Laws: Substantive Law is the main body of the
law dealing with a particular area of law. For example, the substantive law in
relation to Criminal Law includes the Criminal Code Act and the Penal Code
Act.
Procedural law, on the other hand, is law in that deals with the process which
the courts must follow in order to enforce the substantive law. Examples include
the rules of the various courts and the Administration of Criminal Justice Act
2015, which is the procedural law in relation to the Criminal Code Act and
the Penal Code Act.
4. Municipal/Domestic and International Laws: Municipal/Domestic law is
the aspect of law which emanates from and has effect on members of a specific
state. An example of a municipal Nigerian law is the Constitution of the Federal
Republic of Nigeria 1999 (as amended) which applies only in Nigeria.

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International law, on the other hand, is the law between countries. It regulates
the relationship between different independent countries. It is usually in the
form of treaties, international customs, etc. Examples of International law
include the Universal Declaration of Human Rights and the African Charter on
Human and People’s Rights.
5. Written and Unwritten Laws: Written laws are those laws that have been
validly enacted by the legislature of a country.
Unwritten laws are those laws that are not enacted by the legislature. They
include both customary and case laws. Customary Law as part of its basic
characteristic is generally unwritten. Case law, though written down in a
documentary format, would be regarded as unwritten law based on the fact that
it is not enacted by the legislature.
An example of this is the good neighbour principle established in the case
of Donoghue vs. Stevenson. The principle posits that manufacturers of products
should take utmost care in their manufacturing activities to ensure that the
consumption of their product doesn’t result in harm to the consumer. This
principle is not enacted in a statute but is a case law which is applicable in
Nigerian Courts.
6. Common Law and Equity: The English common law is regarded as such
because it is law common to all parts of England. It grew over time from the
practices, customs and way of life of the people. It is largely unwritten. The first
common law judge was the King himself. People who had disputes usually
brought them to the King to settle them.

Content 6: Implications of laws guiding teaching profession

in Nigeria
The implications of law are the results of involvement in anything that has to do
with law. This could be positive or negative dimension.

Positive implications of laws to education

The advantages of laws are more than whatever disadvantages people may
attach to them. Some of positive implications of laws are identified as follow:
1. It enhances teachers to be dedicated and productive.
2. It helps classroom teachers for character mouldings.
3. It influences qualitative education.
4. It protects the right and liberty of individual teachers and students.
5. Prevention of anarchy and disorderliness in the school system.
6. Maintenance of social justice.
7. Laws instil discipline in schools.
8. It prevents school leaders or administrators from abuse of powers.
9. It regulates social interactions among students, teachers and school heads.

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Negative implications of laws to education
In spite of the advantages of laws, the following criticisms have been identified:
1. Too rigid laws may propel people to rebel and stage revolution.
2. It protects the interests of oppressors, especially in dictatorial regime.
3. If delay, it may deny certain aspect of justice. Justice delay is justice
denial.
4. It may be perverted by the rich and politicians.
5. Interpretations of laws could be bias based on the personal interest of the
prosecutor.
6. Laws could be amended to favour the rich.
7. Law is helpless to maintain justice if there is no concrete evidence against
the accused.
8. Some law breakers are not always prosecuted because they are influential
in the society.

Content 7: Teachers’ codes of conduct/discipline

Teachers’ codes of conduct are ethical principles for the teaching profession.
Ethical issues are discipline measures that guide teachers to know their
limitations so as to be effective and efficient in teaching profession. Teaching is
a demanding job that requires a core value of professional expertise which may
be documented as a set of ethical principles.
Codes of conducts constitute the trust shown by society at large to teachers as
professionals in the field of education. It is a code of ”quality control” for
teaching profession and teachers as key-players. The teachers’ codes of
conducts prevent teachers from the abuse of the pupils entrusted into their care.
Teachers are not only employed to earn salaries, they are to mold the lives and
characters of the learners under them. Hence, they are to be disciplined and live
as role models to the children put under their [Link] code of conduct defines
the minimum standards expected of professional teachers in terms of their
thoughts, words and actions.
Teachers Registration Council of Nigeria (TRCN, 2005). Teachers Codes of
Conduct (Revised Edition, 2005).
Websites: [Link],[Link]/public service/trcn.

What is a professional ethic?

Ethic refers to morals, values, and beliefs of individuals, family or the society. It
deals with moral principles, which are usually accepted voluntarily by an
individual or a group. Ethics are standards by which to judge the conducts of
people.
Therefore, code of professional ethics may be defined as a set of self-imposed
professional ideals and principles, necessary for the attainment of professional
excellence and self- satisfaction. A code of professional ethics is generally
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based on two principles - professional integrity and ideals of service to the
society.
Ali (2005) defined professional ethics as the moral standards, principles and
regulations that guide the course of professional behaviour. Professional ethics
can be learned during the course of study of a profession.
According to Idolohor (2010), professional ethics are the moral standards,
principles, and regulations that guide the course of professional behaviour.

Teaching professional Ethics

Teaching is the mother of all professions. Thus, there are a set of ethical
guidelines that express the attitudes and sense of responsibilities that teachers
and school administrators are required to show towards their works. In other
words, there are common values and principles they should possess with respect
to their profession. It is essential for teachers to demonstrate high ethical
standards and professional skills in all situations. Professional ethics rely upon
one’s personal sense of moral behaviour and judgment. Job professionalism is
not just about making money and developing one’s career. It involves
fundamental values of integrity, commitment and respect for oneself and the
wider community.

The sense of responsibility attached to the practising of teaching profession is

majorly based on two things:
1. Knowledge and vocational skills.
2. The values and norms that form the foundation of teaching profession.
None of the two is superior to the other. Excellent professional skills cannot
substitute a lack of ethical principles, and good ethical principles cannot
compensate for poor professional skills. Thus, teachers are duty bound not only
to pay constant attention to maintain their professional skills, they should also
show particular sensitivity in the perception of ethical issues. Teachers are to
observe the highest standards of professional ethics when resolving ethical
challenges.
However, there is a difference between ethical and legal matters. Ethical issues
are the moral obligations attached to the teaching profession, while the basic
duties and responsibilities of teachers have legal back up. For example, the
contents of teaching subjects are laid down in the curriculum.

Principles of teachers professional ethics

PRINCIPLE I: Commitment to the Students
Teachers are obliged to help each student to realize their potentials as a worthy
and effective member of the society. The teacher, therefore, works to stimulate
the spirit of inquiry, the acquisition of knowledge and understanding, and the
thoughtful formulation of worthy goals. In fulfilment of the obligation to the
students, every teacher:

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1. Shall not unreasonably restrain the student from independent action in the
pursuit of learning.
2. Shall not unreasonably deny the student access to varying points of view.
3. Shall not deliberately suppress or distort subject matter relevant to the
student’s progress.
4. Shall make reasonable effort to protect the student from conditions harmful to
learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or
disparagement.
6. Shall not on the basis of race, complexion, creed, gender, national origin,
marital status, political or religious beliefs, family, social or cultural
background, or sexual orientation, unfairly:
a. exclude any student from participation in any program;
b. deny benefits to any student;
c. grant any advantage to any student.
7. Shall not use professional relationships with students for private advantage.
8. Shall not disclose information about students which was obtained in the
course of professional service unless disclosure serves a compelling
professional purpose or is required by law.
Principle II: Commitment to the Profession
It is generally believed that the education profession is vested by the public with
a trust and responsibility requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly
influences the nation and its citizens, the teacher shall exert every effort to raise
professional standards, to promote a climate that encourages the exercise of
professional judgment, to achieve conditions that attract persons worthy of the
trust to careers in education, and to assist in preventing the practice of the
profession by unqualified persons.
In fulfilment of the obligation to the profession, the teacher:
1. Shall not in an application for a professional position deliberately make a
false statement or fail to disclose a material fact related to competency and
qualifications.
2. Shall not misrepresent his/her professional qualifications.
3. Shall not assist any entry into the profession of a person known to be
unqualified in respect to character, education, or other relevant attributes.
4. Shall not knowingly make a false statement concerning the qualifications of
a candidate for a professional position.
5. Shall not assist a non-professional teacher in the unauthorized practice of
teaching.
6. Shall not disclose information about colleagues obtained in the course of
professional service unless disclosure serves a compelling professional purpose
or is required by law.
7. Shall not knowingly make false or malicious statements about a colleague.

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8. Shall not accept any gratuity, gift, or favour that might impair or appear to
influence professional decisions or actions.
—Adopted by the 1975 Representative Assembly, amended 2010

PRINCIPLES OF PROFESSIONAL ETHICS

A. Teacher as a Guide
• Deal justly and impartially with students regardless of their physical, mental,
emotional, political, economic, or religious characteristics
• Recognize the differences among students and seek to meet their individual
needs
• Encourage students to formulate and work for high individual goals in the
development of their physical, intellectual, creative, and spiritual endowments
• Aid students to develop an understanding and appreciation not only of the
opportunities and benefits of democracy but also of their obligations to it
• Respect the right of every student to have confidential information about
himself withheld except when its release is to authorized agencies or as required
by law
• Accept no remuneration for tutoring except in accordance with approved
politics o the governing board
B. Having Co-operative Relationships
• Respect the basic responsibility of the parents for their children.
• Seek to establish friendly and cooperative relationships with the home
• Help to increase the student’s confidence in his own home an avoid
disparaging remarks which might undermine that confidence
• Provide parents with the information that will serve the best interest of their
children, and be discreet with information received from parents
• Keep parents informed about the progress of their children as interpreted in
terms of the purpose of the school
C. Having Good Inter-personal Skills
• Adhere to any reasonable pattern of behavior accepted by the community for
professional persons.
• Discuss controversial issues from an objective point of view, thereby keeping
his class free from partisan opinions.
• Perform the duties of citizenship, and participate in community activities
with due consideration for his obligation to his students, his family and himself.
• Recognize that the schools belong to the people of the community,
encourage lay participation in shaping the purposes of the school, and strive to
keep the public informed of the educational programme which is being
provided.
• Respect the community in which he is employed and be loyal to the school
system, community, state and nation.
• Work to improve education in the community and to strengthen the
community’s moral, spiritual, and intellectual life.

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D. Having obligations with respect to Employment
• Conduct professional Ethics through the proper channels
• Refrain from discussing confidential and official information with
unauthorized persons
• Apply for employment on the basis of competence only, and avoid asking for
a specific position known to be filled by another teacher
• Seek employment in a professional manner, avoiding such practices as the
indiscriminate distribution of applications
• Refuse to accept a position when the vacancy has been created through
unprofessional activity or pending over professional policy or the
application of unjust personnel practices and procedures
• Adhere to the conditions of a contract until service there under has been
performed, the contract has been terminated by mutual consent, or the contract
has otherwise been legally terminated
• Give an expect due notice before a change of position is to be made
• Be fair in all recommendations that are given concerning the work of other
teachers
• Accept no compensation from procedures of instructional supplies when
one’s recommendations affect the local purchase or use of such teaching aids
• Engage in no gainful employment, outside of his contract, where the
employment affects adversely his professional status or impairs his standing
with students, associates, and the community
• Cooperate in the development of school policies and assume one’s
professional obligations thereby incurred
• Accept one’s obligation to the employer’s for maintaining professional level
of service
E. Maintaining Quality Professional Relationships
• Deal with other members of the profession in the same manner as he himself
wishes to be treated
• Stand by other teachers who have acted on his behalf and at his respect
• Speak constructively of other teachers, but report honestly to responsible
• persons in matters involving the welfare of students, the school system, and
the profession
• Maintain active membership in professional organizations and through
participation; strive to attain the objectives that justify such organized groups
The Challenge
• Seek to make professional growth by such procedures as study, research,
travel conferences, and attendance at professional meetings
• Make the teaching profession so attractive in ideals and practices that sincere
and able young people will want to enter
F. Having Obligations towards Students
• Treats all students with love and affection.
• Just and impartial to all students

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• Helps Students’ in Physical, Social, Intellectual, Emotional, and Moral
Development.
• Respects basic human dignity of the child
• Systematic efforts to actualize students potential and talent.
• Transacts the curriculum in conformity with the values enshrined in the
Constitution of.
• Adapts his/her teaching to the individual needs of students.
• Maintains the secrets of the information concerning students
• Teacher as a role model.
G. Having Obligations towards the Profession and Colleagues
• Continuous effort for professional development.
• Creates a culture that encourages purposeful collaboration and dialogue
among colleagues and stakeholders.
• Takes pride in the teaching profession and treats other members of the
profession with respect and dignity.
• Refrains from engaging in private teaching activity.
• Refrains from accepting any gift, or favour that might appear to influence
professional decisions or actions.
• Refrains from making untested allegations against colleagues or higher
authorities.
• Avoids making unpleasant statements about colleagues, especially in the
presence of Students, other teachers, officials or parents.
• Respects the professional standing and opinions of his/her colleagues.
H. Having Obligations towards Parents, Community and Society
• Establishes trust with parents/guardians in the interest of all round
development of students.
• Resists from doing anything which is harmful for child or his/her parents/
guardians.
• Develop respect for the composite culture of India among students.
• Keeps the country uppermost in mind
• Avoid taking part in such activities as may spread feelings of hatred among
different communities, religious or linguistic groups.

OBJECTIVES OF TEACHERS CODE OF CONDUCT (TCC) The objectives

of the Teachers Code of Conduct, among others, are to: (a) Re-awaken the sense
of self-esteem, dignity, honour, selfless service and moral rectitude in the
teacher. (b) Protect the teachers’ age-long position of nobility and leadership in
the social, moral, and intellectual world. (c) Build a strong moral foundation for
the actualization of an educational system that can compete favourably in the
global community. (d) Boost public confidence in the ability of the teaching
profession to regulate itself and to bequeath to the nation products that are
capable of making maximum contribution towards the development of the

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nation in particular and the World in general. (e) Provide objective yardstick for
the assessment of the teachers’ conduct and discharge of professional duties.
Help to guarantee the safety of the professionals and sustenance of the desired
prestige of the teaching profession.

REFERENCES:
1. NCTE (2010); Draft Code of Professional Ethics for School Teachers, New
Delhi
2. NCTE (2009); National curriculum framework for teacher education, New
Delhi
3. Cupino C.P. (2006); ‘Ethics and Responsibilities in the Teaching Profession’
at Retrieved Nov. 25, 2012 from
[Link] net/[Link]?article1002
4. Smith D. & Patricia Goldblatt (2007); Ethics and the Teaching profession,
Retrieved Nov. 20, 2012 from

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