The Quest for Ethical Teachership as an Embodiment of Professionalism Through Spirituality and Moral Reasoning Among Ghanaian Teachers

Abstract

The quest for ethical teachership has led to this investigation purposely to examine the relationship between spirituality and moral reasoning among teachers in Ghana. The issue is the need for ethical leadership within the work of teaching. The study employs an associational design that involved a purposive sample of 156 teachers who were available at a SEIP workshop organized by the Ministry of Education. In all 136 participants responded with usable data from a survey questionnaire which had items on spirituality (SI), moral reasoning (MR), and biographic information. Results showed respondents’ levels of SI and MR which were appropriated along the principles of ethical teachership. The correlation between SI and MR was found to be positive (r=0.27). Tests of group differences showed no statistical significance among gender (t=1.46, df=134, p=0.146) but a statistical significance difference among age groups (F(4.58), df=134, p=0.004). Discussions surrounded the purposefulness and moral domain in the work of teaching, a practical interest in authentic learning, and ethical teachership for the success of NTC teacher licensure policy in Ghana. Study recommendations include:(i) such humansitic conceptss are to be taken seriously practice and policy leadership; (ii) ethical teachership can guarantee trusted educational results, and (iii) scholarship must engage on such socio-moral-scientific discussions surrounding ethical issues in educaton. Despite methodological limitations, further research should look at other adulthood concepts within the framework of teachership.

Keywords: ethical teachership, Ghana education, moral reasoning, spirituality, teachers

DOI: 10.7176/JEP/10-20-05

Publication date:July 31^st 2019