Secondary Public School Teachers’ Commitment to the Code of Ethical Conduct and Its Relationship with the Quality of Their Performance: Standpoints from Principals and Assistant Principals

Abstract

The aim of this study was to explore secondary school teachers’ degree of commitment to the code of ethical conduct from principals and assistant principals’ perspectives. In order to collect all-important data, a questionnaire was developed on the basis of the literature. It was consisted of 60 items distributed on five domains related to teacher’s ethical conduct towards him or herself, his or her students, colleagues and society in addition to the quality level of his or her performance. The population of the study comprised all principals and assistant principals (n = 52) in secondary public schools (n = 26) in Ain Albasha District, Amman. Out of the schools, 11 were male secondary schools and 15 were female secondary schools. Validated as well as questionnaires were administered to all members of the population. The results underlined that secondary public school teachers have a moderate level of ethical commitment. Basically, there was a significant relationship between teachers’ degree of ethical commitment and the quality of their performance from the perspective of principals and assistant principals. Hence, school management should continually provide teachers with developmental courses to strength their professional ethical behavior due to its prominent role in improving their job behavior, which in turn helps in enriching the educational outcomes.

Keywords: Secondary school teachers, code of ethics, quality of performance

DOI: 10.7176/JEP/11-31-05

Publication date: November 30^th 2020