Chapter 12

Response by the stakeholders

to a code of conduct

Educators responses to codes of conduct applicable to their jurisdiction are

mixed while those whose children are in the educators schools hope that the
codes will benefit teachers and schools alike (ABC News). Media headlines,
New code of conduct: teachers up in arms (Express News Service); Teachers
irked over new code (Chapalgaonkar, 2008), and Teachers oppose code of
conduct (BBC News) reflect the response from some teachers. Teachers cite
concerns about the code: control over their personal lives (for instance, choice
of marriage partner, restrictions on investment options); violation of basic
human rights (Chapalgaonkar, 2008); inability to teach properly; limitations
on professional lives; potential abuse of the code; and, disbelief that a code
will enhance the profession (BBC News). Some support comes from teachers
and head teachers unions (BBC News).
McDonald and Wood Jr. (1993) in their study of ethical issues
examine the attitudes of adult educators concerning a code of ethics and
provide reasons for supporting a code: to provide a frame of reference;
to provide assurance to clients; to create higher quality educators; to hold
(...) educators accountable; and, to enhance credibility. One proponent
of a code of ethics stated: Any profession that works in an area that has
an effect on self-image, self-esteem, and mental health of its clients
should have a code of ethics we have such an effect in profound ways.
The same study cited reasons from practitioners for not having a code
of ethics: personal values were more important than a code of ethics;
rules were already in place, and a code of ethics does not ensure ethical
behaviour.

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Teacher codes: learning from experience

The review of VIT by FJ and JM King and Associates found limited

response to the Code of Conduct and Code of Ethics. While some teachers
were supportive of the Code of Ethics, some had a low level of familiarity
and others had a high degree of scepticism.
The adoption of the Code of Ethics not only benefits the profession but
also serves to delineate the responsibilities and boundaries of teachers in a
way that should reduce students and parents grievances, or at least make the
resolution of such grievances a speedier process (King and Associates,
2008: 82).
Some stakeholders believe that there is an opportunity for deeper
connection with the codes by teachers, and greater use of the codes as the
basis for school-based policies and processes (King and Associates,
2008: 82). Inconsistencies between the Code of Conduct, Standards of
Professional Practice, and disciplinary procedures developed by VIT and the
Department of Education and Early Childhood Development exist. King and
Associates recommended that the VIT and employers work together to
advocate and promote the codes of ethics and conduct and employers consider
additional ways to enhance the use of the codes as part of school policies and
practices (King and Associates, 2008: 83). The lack of comments from the
stakeholders caused concern in the review of the Code of Conduct.
In South Africa, educators believe that when hearings are held, they are
punitive in nature. When the South African Council for Educators is involved,
the case generally deals with an educator charged with contravening the Code
of Ethics. Tensions can lead to a breakdown of cordial relationships among
the teachers.
Campbell (2008) citing Beckner, (2004); Bradley, (1998); Campbell,
(2000, 2001); Freeman, (1998); Sergiovanni, (1992); Sockett, (1990); and
Strike and Ternasky, (1993) found that the desirability and potential
usefulness of ethical codes varies from being generally supportive in principle
to highly critical in practice. The codes are not the defining measure on the
teachers ethical role. The activities, realities, and responsibilities involved

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 Response by the stakeholders to a code of conduct

in teaching far exceed what may be inscribed in any code, and to restrict
ones view of ethics in teaching to the concept of codes, laws, and standards
is severely limiting.
Ward (2007) concludes from her work on code of ethics development
in an education union that there is a focus on ethics as central to teachers and
teaching but little consideration [is] given to the ethical expectations of those
involved in the education process who are not qualified teachers. Active
members in an education union regard their organization as both a union and
a professional association and realize that a code is needed. Others, outside
of the union, and from a different political paradigm, ridicule the idea. Ward
presupposed that a unions code of ethics would mirror the unions membership
and the values it holds. Her work is in its research stage.

Impact of codes
There is a natural assumption that a code of conduct has a positive impact
on the behaviour of the individuals in professions. An individuals behaviour
is significantly affected by the culture in which one works (Raiborn and
Payne, 1990)
Ethics education was found to have an impact on accounting students
as they solved their problems and dilemmas (Dellaportas, 2006). Similar
results occurred with teacher education candidates who used Ontarios Ethical
Standards for the Teaching Professions as the basis for discussion of four
case studies that presented progressively more complex situations or dilemmas
in diverse settings. The use of standards of ethics permitted teacher candidates
to juxtapose the knowledge learned from their studies with their
preconceptions of teaching and learning (Cherubini, 2008: 10). Candidates
responses from the first to the fourth case were markedly different. The
candidates realized the standards of ethics and their own teaching practices
were inextricably linked and the ethical statements profoundly influence
their social and emotional self-identities as prospective teachers . The teacher
candidates found that walking in the teachers shoes was more challenging
than anticipated.

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Teacher codes: learning from experience

In Victoria, Australia, it is more likely that the VIT standards of teaching

practice have an impact since teachers are required to complete 100 hours of
professional development over five years in order to renew their registration.
The teaching standards are periodically reviewed and revised to ensure
relevancy and to ensure that professional development [is] directed at specific
priorities and skills (King and Associates, 2008: 74).
Comments from stakeholders regarding the code of conduct and code
of ethics in the King and Associates study (2008) were limited. This lack of
response is not surprising since the code of conduct was in draft form at the
time of the study; however, the code of ethics had been in existence since
2005.
The few teachers who mentioned the Code of Ethics were supportive.
Feedback from other stakeholders suggested mixed views about the codes:
the status of the Code of Ethics and Code of Conduct among teachers
will depend upon their level of confidence in VIT as an
institution (...).
the process of developing and launching VIT Codes has provided clarity
for teachers in terms of the requirements of the profession. Interestingly,
this stakeholder felt that schools see the codes as support documents
for many school-based codes (King and Associates, 2008: p. 82/83).
The King and Associates study recommends that VIT and employers
work together to advocate and promote the codes of ethics and conduct and
employers consider additional ways to enhance the use of the codes as part
of school policies and practices.
Frankel (1989) proposes initiatives to ensure that a code of ethics
becomes more useful to practitioners or others, thus having a greater impact.
He believes that a code is only one element applied to encourage ethical
conduct. The code needs to be visible and relevant to the practitioner if it is
to have an impact in practice. Professional decisions (made by ethics
committees in case of code violations or within case studies for educational

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 Response by the stakeholders to a code of conduct

objectives) based on the code should be available for discussion within the
profession. Practitioners and the public should be encouraged to report
colleagues/practitioners who violate the code and the process should be made
easier. A telephone hotline or easy website access allows for easier reporting.
The disciplinary procedure requires both punishment and rehabilitation of
members where necessary. In addition, Frankel recommends that those
professionals unfairly harried by employers petition the profession for both
support and defence. When professionals know that statutory protection exists
for good faith reporting of colleagues, there will be a greater impact of the
code.
In the review of the literature on teacher codes of conduct that was
available at the time of this research, there is no objective evidence about the
extent to which codes of conduct have an impact on an individual teachers
behaviour.

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 Chapter 13
Activities undertaken to promote
the code of conduct

To promote the code and provide information about the code, organizations
have undertaken the following activities:
distribution of newsletters approximately every four months to teachers,
school council presidents, school board chairpersons, faculties and
schools of education, principals and professional associations, teachers
unions, and interstate and international equivalent bodies (King and
Associates, 2008: 86); the newsletter must be relevant, of value and
useful to teachers;
a solid communication plan and distribution of information: (1) if you
want to take it down to the teacher level, brochures should contain just
the basic elements; (2) realise that not all teachers are highly educated
people so it must be kept simple; (3) compose it in the language of the
teacher (Dresscher, 2008: 33); understand the cultural differences;
an up-to-date public website;
a teachers hotline to respond to teachers concerns and issues;
a principals hotline responding to teachers concerns and issues;
presentations at university faculties and schools of education outlining
the code;
e-mail box to receive and respond to requests;
seminars for teachers, representatives from education unions, and teacher
and professional associations, teacher educators, teacher employers,
parents, and school council groups.
Any organization that may be developed to support teacher codes of
conduct must also be an advocate of teachers and raise the profile of the
teaching profession effectively or satisfactorily (King and Associates,

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Teacher codes: learning from experience

2008: 88); an advocacy role, however, may be in conflict with the function
of such an organization.
Development of resources that support teachers understanding of the
code is required. The case study model which identifies ways of thinking
and acting that will have a high likelihood of enhancing their members
capacity to address the characteristic problems in their field (Condliffe, 2004)
immerses teachers in the activity of teaching. Condliffe further contends that
ethics must be inherent in the characteristic ways of thinking and acting that
are distinctive to educators.
In-depth discussion opportunities assist in explanation and clarification
of the code, for instance: development of a resource kit that outlines the
elements of the code of ethics for self-study, small and large group discussion,
dialogue, and activities; printing and distribution of posters on the updated
version of the code of ethics, these are sent to schools via a teacher
supplement which is enclosed in copies of the Mail and Guardian (South
Africa); developmental workshops on a national basis; ad hoc workshops
held where the need for workshops was determined on a case-by-case basis;
mentoring programme workshops using the standards to help teachers
recognize best classroom practices (Squire and Browne, 2000: 28).
The thorough communications plan is essential to ensure that teachers
and all stakeholders become aware of the code, its implications, and sanctions.
Training for facilitators and presenters for workshops must be complete since
the messages presented will guide teachers in their activities.

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 Conclusion

A code of conduct exists to support teachers in their activities in classes

working with children and supports children as they work with their teachers.
A code affects the school community students, parents, colleagues both
teaching and non-teaching, and most importantly, the teacher. The intent of
the code is to guide teacher behaviour reflecting the responsibilities of teachers
to the stakeholders. The Ferrell and Skinner study (1988) of bureaucratic
structure and ethical behaviour suggests that the existence and enforcement
of codes of ethics are associated with higher levels of ethical behaviour. In
their study of accounting students, Sirgy, Siegle, and Johar (2005) conclude
that knowledge of ethical obligations and conduct requirements will likely
promote (...) ethical behaviour.
Chapman (1994), after studying teacher absenteeism and attrition
concludes that there are no magic solutions to the problems he identified. As
reflected in his area of research, there are other similar conclusions: there is
no magic solution to reduce teachers negative behaviour. While teacher codes
of conduct may be one element to decrease teacher misbehaviour, the answer
to eliminating teacher misconduct requires an understanding of the options
that are reasonable within the particular context of the country (Chapman,
1994: 43). Four overarching recommendations address these issues: better
incentives for rural teachers, improved conditions of service and salaries,
attractive career structures and advancement including upgrading opportunities,
and increased teacher accountability (Bennell and Akyeampong, 2007: 57-59).
Similar economic problems were described by Dresscher (2008: 36-37) which
make the implementation and application of a code of conduct very
difficult.
While Barrett (2005) acknowledges the difficulties found in accountability
issues in Tanzania, she recognizes that the moral responsibility and ethical
code of teachers intrinsic to their social identity (...) needs to be supported

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Conclusion

and reinforced by a managerial presence within the education system and

outside of school. Many teachers are resilient and committed to their work
with children and require the support of the local community, education
administration and their own professional ethics to achieve success.
The good teacher knows and applies a variety of teaching strategies
in presenting the content, treats students with respect, reflects how to improve
teaching, and completes the myriad of activities associated with teaching and
schools. This description of a teacher speaks to the technical end of teaching
but not the core of teaching. Integrity is at the core of being a teacher: at the
end of the day, integrity (as one aspect of ethics and conduct) is what
remains.

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