Physical Education Teachers' Knowledge on the Professional Code of Ethics and Conduct in Tanzania

By Mabagala, Stephen; Mwisukha, Andanje et al. | Journal of Emerging Trends in Educational Research and Policy Studies, August 2013 | Go to article overview

Physical Education Teachers' Knowledge on the Professional Code of Ethics and Conduct in Tanzania


Mabagala, Stephen, Mwisukha, Andanje, Wanderi, Mwangi P., Muindi, Daniel M., Journal of Emerging Trends in Educational Research and Policy Studies


Abstract

Every profession considers the development and application of a Professional Code of Ethics and Conduct (PCEC) as a means of maintaining acceptable professional standards. As for the teaching profession, teachers are supposed to exhibit a high level of professionalism, responsibility, integrity, competence, character, respect and honesty. Such moral virtues are imperative for Physical Education (PE) teachers since their work involves close interactions with students in and outside the classroom and school contexts. The purpose of this study was to determine the knowledge of PE teachers on PCEC in Tanzania. The study explored whether PE teachers were knowledgeable on PCEC and whether their knowledge differed according to their demographic and institutional characteristics. The study was significant in that knowledge on PCEC could help teachers to understand the nature of their work, the values they transmit and the implication of those values for those with whom they are engaged. The study could also help PE teachers to improve and sustain the standards and reputation of the teaching profession by upholding the best practices and conduct. The study utilized descriptive survey design and was conducted in secondary schools and teachers' colleges that had PE and sport programs. Purposive sampling was adopted to select PE teachers and data were collected through questionnaire. Results revealed that PE teachers had high knowledge on PCEC (M =4.41, SD = .317). However, knowledge on PCEC differed significantly across educational levels (p = .001), institutional ownership (p =. 011) and institutional level (p = .019). There were no significant differences across age categories (p = .056), gender (p = .926), marital status (p = .153), teaching experience (p =.258) and location (p = .252). It was concluded that PE teachers possess adequate knowledge on PCEC; and the level of education and religiosity are determinant factors for the knowledge on PCEC. It was recommended that there is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education programs. Teachers should also be encouraged to obtain copies of professional code of ethics and conduct, and they should be emphasized to implement the professional code of ethics and conduct. Moreover, studies should be conducted to understand the level of compliance with PCEC among teachers in other specialized subjects.

Keywords: knowledge, PE teachers, professional code of ethics, code of conduct, perception, demographic characteristics, institutional characteristics.

INTRODUCTION

Every profession considers the development and application of a code of ethics as a means of maintaining acceptable professional standards among its members (Hinds, 2005). According to Banks (2003), a code of ethics guides the practitioners who are members, protects service users and safeguards the reputation of the profession. Supporting Banks' assertions, Anangisye and Barrett (2005) maintain that approaches to advance ethical stands must be adhered on an understanding of the positive professional models to which educators aspire. As for teachers, their professional behaviours inside and outside the classroom have far reaching impacts on their behaviour and their overall performance and thus the learning outcomes (Bennell & Akyeampong, 2007). Due to the importance of education and the responsibilities of teachers in the education and development of students, teachers are accountable to students and their parents/guardians and care takers, colleagues, the profession, their employer and the community. Consequently, teachers need to be aware of their responsibilities and vulnerabilities in their interactions and relationships with each educational stakeholder.

In recognition of the multiple responsibilities of teachers, numerous investigators and educators have stressed for the need to abide to Professional Code of Ethics and Conduct (PCEC) (Anangisye, 2010; Hinds, 2005; Ishumi, 2011). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Physical Education Teachers' Knowledge on the Professional Code of Ethics and Conduct in Tanzania
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.