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

Ayenalem, Kindu Ayechew; Abate, Samuel Getnet; Ayalew, Habtamu; Mengesha, Jemberu Arega

doi:10.1016/j.heliyon.2022.e10885

Cited by 5 publications

(3 citation statements)

References 23 publications

(33 reference statements)

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“…Empirical research on ethical dilemmas in Ethiopian context is quite limited and the existing studies on teachers' ethics practice have been conducted to identify causes of teachers' professional mis-conduct (Ayenalem et al, 2023), to examine implementation level of teachers' code of ethics (Ayenalem et al, 2022;Mohammed, 2020), and to identify gaps for teacher education training programs (Shishigu et al, 2017). The analysis from those studies indicates that there is a research gap that specifically answers the questions on what are the most persistent ethical dilemmas of secondary school teachers and how teachers respond the ethical dilemmas in their work for proper development of professional needs in school environment.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Ethical dilemmas: Experiences of secondary school teachers in Addis Ababa city, Ethiopia

Tsega

2024

BJE

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Being a teacher involves multi-layered ethical challenges and decisions. The purpose of this research was to explore the ethical dilemmas faced by secondary school teachers in Addis Ababa, Ethiopia. In addition, the study aimed to explore the ways and approaches to resolving ethical dilemmas. A phenomenological qualitative research approach served as the guiding methodology. Eight participants were involved in the semi-structured in-depth interviews. Data were analyzed by exploring potential themes and sub-themes using thematic analysis. The major ethical dilemmas that emerged from the data include (a) not being governed by schools’ rules and regulations (disrespect and dis-rule), (b) not being honest in the position they have, (c) lack of acceptance and recognition among the school community, and (d) being indecisive due to deep personal challenges of students and political interference. The major approaches utilized in addressing ethical challenges were (a) respecting the code of conduct of students’ discipline, (b) open discussion and confrontation, (c) understanding causal factors, and (d) being ethical. The need for professional development plans and training based on guiding books have been suggested as means of action in preparing secondary school teachers to deal with ethical challenges and to help them be good at decision-making.

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Section: Statement Of the Problemmentioning

confidence: 99%

Ethical dilemmas: Experiences of secondary school teachers in Addis Ababa city, Ethiopia

Tsega

2024

BJE

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“…Different studies have been conducted (e.g., [13,17,18]) and have put their focus on the importance of qualified teachers to ensure quality education. For instance, Abebe and Woldehanna [13] show that the way teachers are prepared has either positive or negative effects on the quality of education.…”

Section: Introductionmentioning

confidence: 99%

“…They also put that well-prepared and experienced teachers positively influence students' academic achievement. "The strength of any educational system depends largely on the quality and commitment of its teachers and this depends on the quality of teacher preparation" ( [17], p. 1103).…”

Section: Introductionmentioning

confidence: 99%

Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills

Yisihak,

Damtew

2024

Education Research International

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Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill in the questionnaire. Two of knowledge test papers and two pieces of questionnaire were rejected because the responses were incomplete. The data were gathered from (n = 30) randomly selected primary schools English teachers by using a questionnaire and knowledge assessment test. Data analysis was done using Statistical Package for Social Sciences (SPSS Version 25.0). Descriptive statistics were calculated for the responses to knowledge test and questionnaire. Pearson’s correlation was calculated for the relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach basic reading after categorical data were transformed into scale. The results have shown that primary school English teacher preparation designated only certain lecture sessions of coursework and few of activities of practicum to teaching early reading. The average knowledge assessment test score of teachers was 43.4%; 21 (70%) of the teachers achieved below 50% while 9 (30%) of them achieved 50% and above. There is a statistically significant relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to help Ethiopian children learn to read. It can be concluded from the results that teacher preparation both in its courses and practicum activities did not place due emphasis on teaching teachers to teach basic reading skills. Participant English teachers also had knowledge gap about early reading instruction. Thus, participant English teachers were not adequately prepared to teach early grade reading. Teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness to teach early grade reading have a strong positive relationship.

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Causes of teachers’ professional misconduct in Ethiopian secondary schools: Implications for policy and practice

et al. 2023

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

Cited by 5 publications

References 23 publications

Ethical dilemmas: Experiences of secondary school teachers in Addis Ababa city, Ethiopia

Ethical dilemmas: Experiences of secondary school teachers in Addis Ababa city, Ethiopia

Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills

Causes of teachers’ professional misconduct in Ethiopian secondary schools: Implications for policy and practice

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