JEDWALI LA IPA NA DHANA YA UGHUNI

TITLE:

THE INFLUENCE OF TEACHER’S PROFESSIONAL CONDUCT TOWARDS STUDENT PERFORMANCE IN SECONDARY SCHOOL.

1.0. INTRODUCTION.

Professional code of conduct is important for all teachers because they are working in public services. These codes act as principles that guide them in working. Teachers have vital responsibilities and contribution in facilitating students’ performance and their life at large.

Teachers have great impact in the society and student performance because what teacher know and do has an effect on students learning. Good teachers are very important because they know their responsibilities and they are continuously developing and changing children, but bad teachers are not important to the student and society at large because they don’t focus on improving and developing in all aspect particular academic performance.

Given the profession teaching code of conduct as principles becomes important as teachers need to ensure that the professional practices of teaching meet highest standard of student’s academic performance.

 The code is the departmental statement as the standard of professional conduct code and integrity of teachers expected in Act government schools for the purpose of holding the values. The code also aim to guide teachers in identifying and resolving ethical issues which may arise in the course of their work and in so doing maintain public trust and confidence in their integrity and professionalism.

1.1. HISTORICAL BACKGROUND

Professional code of conduct for the public services in Tanzania was introduced/ issued for the first time in 1961. At the time and during the colonial era, code of conduct was embedded in various guidelines, laws, direction, and regulation issued for the purpose of prescribing the standard as behavior and conduct in public services. The approach continued even after the Arusha declaration which encouraged adherence to standards of conduct in all public services. All public servants that observe effectively profession code of conduct while declaration was functioning. After the Arusha declaration in 1992 Tanzanian public servants to slack down their efforts towards students academic performance.

As we are in the implementation of Millennium development goal within the policy of achieving Education For All (EFA), the practicing of professional code of conduct in schools and community at large became important in achieving the goal. The effort was made to enable teachers to understand what is required of them in terms of behavior, conduct and standard of performance acceptable in the public service in general.

The code of conduct provided to enable teachers to participate fully in fulfilling the mission of education which is to provide quality education to the student of Tanzania effectively and efficiently. Apart from this importance/ essence of the code of conduct for teachers is that the government intends to enhance teachers to practice code of conduct, Poison (2009) observed that effort at improving the quality of education quantities data such as learning time, class size, physical infrastructure and facilities, teaching and learning and qualification of teachers rather than intangible inputs such as;

• Commitment of teachers and other staffs to their profession.
• Their capacity to help every pupil reach his/her potential
• Their ethical and professional judgement.

These inputs have been left aside to be enforced implementation and approved reasons for this apathy may be that teachers, the government of Tanzania and educational stakeholders are satisfied with the signing agreement form teachers service agreement on permanent and temporary term regulation 120 c) leaving an attended the need to ensure that teacher adhere to the code of conduct in their position. Similarly the government has failed to see the functions and influence it can bring to bear in the improvement of quality education in the country. Quality education can be advanced and achieved only if efforts are made to enforce professional codes as conduct and professional ethics.

Anangisye and Barret (2006), Vadners (2005) a study of teachers in Guyana called for professional ethics and conduct to protect teachers from mis-behaving and treating each other and student.

Now a days we experience mis- behavior, mis-conduct, indiscipline, uncommitted and un ethical actions from some teachers in Tanzanian secondary schools who engaging in private tuition, truancy, poor relationship with students and fellow teaching staffs, absenteeism, abusive language, coming late to the work, less participation in school work, decline of teachers moral and teaching attitude, deterioration of professional competences, staying in the offices without teaching and so many. All these problems are caused by teachers ignoring and irrespective on adhering code of conduct.

Because teachers are regarded as important change agents in the process of education change in Tanzania, therefore it is vital to improve teachers’ professional standards and lives in order to ensure the quality and efficient in student educational performance is reached as we know that the teacher’s responsibility is to ensure that a child receives a quality education. Therefore the quality of teachers does not include only academic performance (qualification and training but also be equipped in professional commitment and ethical behaviors of teachers, Khandelwal, and Biswalo, 2009)

Similarly, Durasaro, (2008) argues that no education system can rise beyond the quality of teachers. Teachers are expected to operate both professionary and ethically so that general public would have confidence and respect in them. Teachers as moral agents and role model (exemplars) must be effective practioners of the profession code of conduct to transmit values and make students perform well by transmitting formal instruction through their personal actions. The purpose of this paper is to determine the contributions of teacher’s professional code of conduct to student’s academic performance in secondary schools.

Teaching profession

Teaching is an immensely rich and rewarding profession. Some teachers are good because they support to offer learners to make them feel comfortable to learn and take risk where otherwise they might not. A good teacher unite theory, practice and reflection in order for their students to perform well.(Warren Kidel and Gerry Czernia, 1998)

In some cases, more than professional in many other high level of public scrutiny because as a teacher you will work with children who are widely acknowledged be among the most vulnerable of clients. Teachers are numerous and they are very represented in virtually, every neighborhood in the country hence when you join the profession you will be a member as an especially visible group professionals (Armstrong, 2005)

When you teach, you will perform your duties in environments that are familiar to most adult population. Because of their own concern about what constitute appropriate practice and because of public demands that teachers meet high behavioral standards. In response to this concern the representative assemble of National Education Association adopted code of ethics and conduct of ethics and conduct of education profession (ibid).

Teachers professional comprises the knowledge, skills, and values that teachers uses on day –to-day basis which are closely linked to their profession roles. BEST and Thomas, (2007)

A. Professional knowledge involves;

• Subject specific knowledge
• Knowledge of learning theories and how brain works

 

Therefore in order to be effective teacher you need to have appropriate professional knowledge.

B. Professional skills involves;

·         Ability to plan and deliver effective teaching and learning experiences in the specific subject

·         Ability to manage behavior of students positively

·         Ability to give help on verbal and written feedback to the students on their work

·         Ability to select an appropriate curriculum to provide a frame work for learning.

Therefore teachers should be equipped with a range of professional skills that will enable them to be effective in classroom (ibid)

C. Professional values.

·         Acceptance of the need to be a positive role model for students

·         Brief in the importance of the curriculum

·         Brief in the importance of school

·         Love of subject area belief in its value.

A code of conduct is a set of rules outlining the responsibilities of proper practice for an individual partly or organization.

Teachers professional code of conduct refers to the set of principles of public services ethic that should guide the work of all teachers in meeting the educational needs of their students.(Australian Capital Territory Canberra,2006)

These principles are not in order of important as fundamental to good profession, thus principle helps us to decide our action if are wrong or right. They tell us what is expected and helps us to think through difficult situations and reach proper conclusion.

Each principle create obligation for teachers. The code expands on these obligations by stating expectations for professional conduct that apply to teachers including school principles in government Act for secondary schools (ibid)

In Tanzania teacher’s code of conduct is set by the Teachers Service Commission (TSC) now known as Teachers Service Department (TSD). The Teachers Service Department is a government agent which among other thing seeks to make sure that teachers abide to their professional code of conduct. Every teacher shall recognize that s/he has certain responsibilities to the children under his/her care, the community in which he live, to the profession, the employer and to the state (URT, 2005)

Student academic performance

In Tanzania, student academic performance is demonstrated through examination results from the Council responsible for examination in Tanzania which is known as National Examination Council of Tanzania (NECTA) as mode of assessment. Nsubuga (2008) stresses that good performance in secondary schools should not only be considered in terms cognitive domain but should consider other domain like affective and psychomotor.

There is a relationship between teachers professional code of conduct and students’ academic performance because a teacher who follow the code of conduct always continuously look for ways of improving and developing his/her work URT, (2005). Therefore a professional teacher constantly research for better alternative of teaching and learning process.

However these codes and guidelines can not of course cover every situation where teachers are required to make a decision. In meeting the educational needs of their students an ethical teacher is responsive to the service of the public, responsiveness to the government and need of the public, accountability, fairness and integrity, efficient and effectiveness.

The codes is implemented by a set of explanatory guidelines which explains a number of the mandatory obligation in more detail and provide example and guidance regarding expectations for the professional practice (Australian Capital Territory Canberra, 2006).

Every teacher shall recognize that s/he has certain responsibilities to the following;

• To the child

The teacher agree that his chief responsibility is towards the child under his care and that he/she has at all times a duty to guide each child for  full physical and mental development.

• To the community

The teacher must understand fully the community in which he works and must set an example by his own personal conduct in obeying all lawful authority.

• To the profession

The teacher recognizes that teaching is an occupation and more than were gainful employment. He therefore undertakes to conduct himself according to the following rules;

(a)    To follow at all times the highest standard of professional conduct

(b)   To work conscientiously and with diligent and regularly

(c)    To let a good example in his conduct and his personal at all time to the children under his care.

(d)   To try continuously to improve his standard of work and ability.

(e)    To abuse no right or privilege contained in his conditions of services.

• To the employer

The teacher agrees to serve his employer faithfully and in accordance with th e term of his employment.

• To the state.

The teacher must be fully understood and be prepared to fulfill his obligations to then state.

These codes of conducts apply to bind all teachers and these obligations of the code apply to all times. These include times when a teacher is not at school or not performing work duties. It includes time when a teacher is on leave. While the code focuses primarily on how teachers perform their duties, it is important to note that the code of conducts apply in a private capacity that reflects adversely on the reputation of the public services the departmental or the teaching profession.(Australian Capital Territory Canberra, 2006)

2.0.IMPORTANCE OF CODE OF CONDUCT TO TEACHING PROFESSION.

Most of the code conduct in teaching and learning tries to cover important and fundamental aspect of principles and professionalism for the members Halls, (2003) Blandle and Maguru (2002), Merlyn Thomson (1997 )argues that codes of conduct for teachers helps to ;

• Enable the internalization of standard of the profession that allows for the trust, society puts in the student’s relationship.
• It demonstrates that teaching is fundamentally moral enterprise.
• To provide ethical standards beyond, simply the teachers own, individual education standard.

In his paper Yidaw (2005) states that code of conduct and ethics are some time seen as pointless, meaningless, and controversial document. Some of researchers believe that the of code of conduct are useful and important while others argue that code of conduct serves no good purpose whatever.

IIE (2009) in his paper in Bangladesh, India and Nepal reveal that all actors in the educational sector see making of the conduct behaviour.

Also code of conduct help to improve the commitment, professional behaviour and performance of teachers and staffs in general, I accept any one who says that professional conduct are mirror and yard stick for evaluating and assessing discipline and behaviour of teachers in the school.

Furthermore, code of conduct expresses the core values of profession establishes expectation for the conduct on its members and offer guidance for decision making

Also code of conduct provide grounds for safe guiding professional freedom and integrity (Ross, 1984), Van Hoose and Kotter, (1994).

According to Chege (2006), UNESCO, (2000), Kadzamira, (2006), Bennel, (2004), Bonga, (2005) state that the incidence of teacher’s misconduct and unprofessional behaviour has increased over the past few years. This is due to the poor preparation of teacher and less serious attention to professional ethics and code of conduct.

Cline and Holified (2000) in their paper on ethical dilemma and unprofessional conduct in teachers education clearly state that teacher education is the one of few profession which have clear code of conduct, up to now no one has offered a plausible explanation for the failure of the teacher education professional to adopt a code of conduct in its own.

2.1. INFLUENCE OF TEACHER PROFESSIONAL CODE OF CONDUCT TO THE STUDENT PERFORMANCE.

A teachers’ chief responsibility is towards the child or learner under the teacher’s care and he/she guide each child/ learner where necessary in and out of school in order to develop the learner in body, mind, soul, character and personality. Therefore a teacher shall all times live up to disrepute.

According to Australian Territory, (2006), teachers who follow code of conduct are characterized by responsiveness, effectiveness and efficiently, fairness and integrity, and accept responsibilities for high quality of teaching by;

·         Providing students with opportunities to learn recognizing and developing each student’s unique potentials and addressing each student’s educational needs.

·         Knowing the learning weaknesses and strengthen of their students and the factors that influence their learning.

·         Assessing students regularly and constructively.

·         Accepting responsibilities for students leaving out comes

·         Participating in learning and development to maintain and enhance their professional knowledge and skills.

·         Knowing their subject, how to teach them and how their teaching relates to the whole school curriculum and pathway for student.

·         Drawing on the body of knowledge about learning and contemporary research into teaching and learning to support their practice.

Adhering to the code of conduct among teachers influence academic performance to the student through;

• Preparation of relevant scheme of work, lesson notes, teaching aid well in advance to ensure effective teaching and learning.
• Teach objectively in all matters including politics, religions, race, tribe and sex.
• Set an adequate amount of written and practice exercises, promptly for effective teaching and learning.
• Mark and evaluate all written and practical exercises promptly and carefully.
• Undertake such remedial teaching as effective learning might require.
• Teach conscientiously with diligence, honest and regularity.
• Observe regulation and instruction regarding coaching and private instruction issued from time to time by appropriate authorities.
• Seek for and obtain permission to be absent from duty from the head teacher before the occurrence of such absence.
• Not to teach while under the influence of alcohol or drug or come to school while drunk.
• Conduct all internal and external examinations in accordance with role governing such an exam issued from time to time by the competent authorities and shall not commit any offence against examination regulation in force.

Following the programmes discussed with and approved by the head of the department and shall cooperate with the head of department and other teachers carrying out that programme.

• The use of proper channel of communication and flow of information.
• Involving students in learning and ensure the intended learning outcome.
• Maintaining and keeping safe manner records of learner’s performance in examination to enable him/ her report factual and objectively on each learning progress.
• Make scheme of work, records of work and lesson preparation using books available to the head teacher and head of department and,
• In view of ever rising standards, strive to improve his or her own academic and professional standard but shall not also at the expense of the learner.

2.2. REASONS THAT INFLUENCE ADHERENCE OF CODE OF CONDUCT

Teachers has to accept responsibility for the high quality teaching by demonstrating a high standard in adhering code of conduct in order to ensure high standard of achieve high level outcome for all students, supporting the personal and professional development (Australian Capital Territory Canberra, 2006).The following are some the factors that contribute to the adherence of the code of conduct among teachers;

• Encouraging factors like motivation.
• Level of moral development
• Cooperation among staffs
• Rules, regulation and procedures
• Ability of administration
• Sensitivity
• Follow up
• Managerial supervision
• Teachers ability
• Capacity building
• Social services
• Role of codes
• Communication
• Ethical committee
• Practice written codes, seminars and workshop provision.

2.3. FACTORS THAT LEAD TO THE BREACH OF THE CODE OF CONDUCT.

Unprofessional behavior, and mis-conduct such as excessive drinking, uncommitted teachers task, corruption, sexual relationship with student (extortions), in subordinations, absenteeism, substance abuse (drug and alcohol) theft of teaching and learning materials, students harsh treatment and moonlighting activities for extra income which are found in secondary schools (UNESCO, 2004), Kadzamira  (2003, 2006).

As public servants, teachers hold special as trust especially regarding children and young adults in our community and must be accountable for their action at all time and if the department that has been breached disciplinary action may be taken including whether the code has breached due to consideration will be given to the circumstances as the breach and the view of the teacher concerned.

The following are the hindering reason for the adherence of code of conduct for teacher’s: lack of external motivations, lack of administratory channel ,absence of training , scarce  resources for teaching, lack of capacity building ,lack of self awareness and sensitivity on codes.

Any disciplinary action shall be taken in accordance with the principle of natural justice and procedural fairness and in a manner that promotes the value and general principle of public services (Australian Territory Canberra, 2006)

Primary aim of disciplinary action is to maintain proper standard of conduct by teachers, to protect the regulation, the department and its teachers and maintain public in the integrity of teachers. The aim is not to punish even if consequences of disciplinary action for a teacher are severe.

Disciplinary action that may be taken in response to proven breaches of the include counseling, a written admonishment, a financial penalty, transfer to other duties (at or below current salary), reduction in incremental point, a temporary or permanent education in classification/ salary, and termination of employment. This is stipulated by Teachers service commission.

These disciplinary actions can be analyzed as follows;

S/N	AN OFFENCE	PUNISHMENT
1	Absenteeism (a)    Less than fourteen days (14) (b)   More than fourteen days and teacher returns to work (c)    Disappointment from the station and not to return till the day the authority takes disciplinary action.	Reduction in salary for the number of days not on duty. Warning and not to be paid for the whole period one is absent from duty, reduction in grade and reprimand Dismissal from his/her service post without termination of membership of the service.
2	Negligence (a)         Negligence occasioning loss to the employer (b)         Gross negligence in the performance of duty	Recovery of the cost or part of the cost from ones salary of any loss or breakage caused by him/her default or negligence. Stoppage of an increment or with holding of an incremental
3	Drunkard ness.	Dismissal from his/her service post without termination of membership of service.
4	(a)Bad behavior (b)Adultery	Dismissal of his/her post and his current service cost. Reduction  in grade Reduction in salary. Reprimand
5	Examination scandals (a)To open examination envelopes and show students examination questions. (b)To prepare and give students         answers for the examinations	Dismissal from his/her service post without termination of membership of the service. Dismissal from his/her service post without termination of membership of the service.

Source: Courtesy of TSD.

2.4. STRATEGIES.

Various strategies are to be done like; Doing capacity building, raising public awareness and sensitivity on code of ethics, establishment of teachers counseling, School structure promotion, and create teacher participation. Others are; College leadership should support code of ethics, doing orientation for the teacher staff, promote career structure of the teacher, provision of education and training on code.

3.0. CONCLUSION.

As the study show that there is a relationship between adhering of the teachers professional code of conduct to the student academic performance, a task of a teacher is recognized and understood that is to facilitate and stimulate learning to occur among students, and this learning can not occur if teachers are breaching the code of conduct. Breaching these codes trigger teachers to be irresponsible and engage in mis-conduct as a result become mediocre teachers who are not committed on ensuring the intended learning outcome to occur. These teachers expect learning out come to occur naturally or unintentionally. Various challenges face teachers in implementing the code, these are for instance; seminars, workshops and even orientation concerning code of conduct are not conducted by various employers in order to remind teachers and make them aware about what were supposed to do in accordance to the purpose of improving students’ learning and hence good product which is acceptable by the community to occur.

3.1. RECOMMENDATION

The following recommendations are recommended in order that for the teachers to well perform their duties and responsibilities;

• School administrators have to use internal and external control in dealing with teacher’s behavior.
• School administrators must take serious measures to strictly prohibit the intimacy (sexual relationship between students and teachers (sextortion).
• School administrators must conduct different training, seminars and workshop concerning teacher’s code of conduct and impact of breaching these codes so as to remind them about their opportunity and trust which they have from parents and students and their boundaries.
• School administrators must provide positive motivation to teachers adhering to codes of conduct so as to sustain their behavior and stimulate other teachers who are underperforming in adhering for the code of conduct.
• School administrators should make sure that they are role model to other teachers in following code of conduct in order to influence subordinates follow. It is like as many children learn from adults’ behavior as teachers also always learn from their leaders.

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