Professional ethics of teachers

With more members like you, we’ll have a stronger collective voice that can help educators live better lives, so our students get the best education possible. The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards. The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct. The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates. PRINCIPLE I COMMITMENT TO THE STUDENT The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry...

Teachers have a significant impact on students’ lives and have been a key influence on them since early childhood. With the aid of chalk and a board, a good teacher can assist children in growing an imaginative capacity that will enable them to create their worlds. As educators, we have the highest calling of all and can set the course for our students’ entire life. We, as their mentors, are in charge of teaching them priceless life lessons in addition to just academics. Teachers must adhere to the professional ethics of teachers to display professionalism and set a good example. These professional ethics of teachers make sure that teachers worldwide continue to be impartial while working and achieve their goal of giving unwavering education. Their obligations to the students are determined by their professional ethics. The following professional ethics of teachers must be followed by all. Table of Contents • • • • • • • Prioritizing students is one of important professional ethics Strong character attributes such as persistence, integrity, admiration, forbearance, and righteousness must be exhibited by teachers. Teachers have a responsibility to each student without any preference, prejudice, or partiality. The role of a teacher in the classroom is to treat everyone with care and respect. Teachers should never utilize their relationships with learners for their gain and must maintain confidentiality unless a situation calls for assistance from parents, the school leadersh...

This chapter explains the urgent need for educational ethics as a component of teacher development and highlights the crucial role that codes of ethics and conduct can play in the profession of teaching. We argue that if we are to consider teachers as professionals, initial and continuing professional training must provide teachers with the means to develop sophisticated professionality. In relation to this goal, we recommend that codes of conduct and ethics are necessary but not sufficient and hence that they must be made part of a more comprehensive approach. The chapter begins by using the idea of teachers’ role morality to identify teaching as a morally distinct profession in order to appreciate how codes of ethics can contribute to teacher education and professional development. We then offer a case study from Australia to demonstrate trends in the management of teacher misconduct allegations. The criticisms of formal investigation procedures conducted by New South Wales’ Employee Performance and Conduct Directorate are summarised. After presenting evidence on the general absence of codes and ethics education in initial teacher education programs around the globe, to rectify this absence, we offer research-based cautions about the efficacy of ethics education, and a suite of pedagogies for incorporating codes of ethics in teacher education. Managing the multi-directional moral obligations associated with teaching requires specialised professional skills, beliefs and k...

!! CORONAVIRUS RESOURCES !! ABOUT US • MISSION & VISION • CODE OF ETHICS FOR EDUCATORS • MEMBER TESTIMONIALS • AAE ADVISORY BOARD • GET INVOLVED • TELL A FRIEND • CONTACT & KEY STAFF JOIN | RENEW | UPDATE • JOIN • RENEW • STUDENT UPGRADE DISCOUNT • UPDATE MEMBER OR PAYMENT INFO MEMBER BENEFITS • LIABILITY INSURANCE • LEGAL PROTECTION • EMPLOYMENT RIGHTS • SCHOLARSHIPS & GRANTS • SUPPLEMENTARY INSURANCE • NEWSLETTERS • PROFESSIONAL RESOURCES • MEMBER DISCOUNT PROGRAM • A VOICE IN WASHINGTON, D.C. PROFESSIONAL RESOURCES • PROFESSIONAL DEVELOPMENT PORTAL • RESOURCES & LINKS DIRECTORY • UNIVERSITY PARTNERS - TUITION DISCOUNTS SCHOLARSHIPS & GRANTS • AWARDS PROGRAM OVERVIEW • SCHOLARSHIP APPLICATION • CLASSROOM GRANT APPLICATION YOUR RIGHTS • FORCED UNIONISM • AAE BLOG: FORCED UNIONISM BLOG PRESS & POLICY • PRESS RELEASES • PRESS RELEASE ARCHIVE 2006-09 • PRESS RELEASE ARCHIVE 2010-13 • PRESS RELEASE ARCHIVE 2014-17 PUBLICATIONS • EDUCATION MATTERS • EDUCATION MATTERS ARCHIVE STATE CHAPTERS & PARTNERS • (NEW) AAE CALIFORNIA • (NEW) AAE NEBRASKA • AAE GEORGIA • AAE NEW JERSEY • ARKANSAS (ASTA) • COLORADO (PACE) • IDAHO (NWPE) • KANSAS (KANAAE) • OREGON (NWPE) • WASHINGTON (NWPE) AAE FOUNDATION • SUPPORT AAE FOUNDATION • AAEF BOARD OF DIRECTORS CONTACT US • KEY STAFF This Code of Ethics for Educators was developed by the distinguished AAE Advisory Board and by the Executive Committee of AAE. It contains four basic principles relating to the rights of students and educators. OVERV...

https://socialsci.libretexts.org/@app/auth/3/login?returnto=https%3A%2F%2Fsocialsci.libretexts.org%2FBookshelves%2FEducation_and_Professional_Development%2FFoundations_of_Education_and_Instructional_Assessment_(Kidd_et_al.)%2F12%253A_Ethics_and_Law%2F12.04%253A_What_does_it_mean_to_be_an_ethical_teacher \( \newcommand\) • • • • • • • • • • • • By: T. Burrell Introduction “In teaching, as in life more generally, core principles relating to virtues such as honesty, justice, fairness, care, empathy, integrity, courage, respect and responsibility should guide conduct and interpersonal relations” (Campbell, 2006, p. 32). These virtues are a good description of what an ethical teacher should be, but the use of these virtues can be a difficult task when a teacher is faced with so many unpredictable situations in the classroom and in the school system. The teacher’s knowledge of what ethics is and the practice of it, will aid the teacher in making the best decision when ethical predicaments arise in their daily teaching lives. Knowledge Ethical knowledge is an intrinsic feature of awareness between moral and ethical principles. A teacher’s possession of these principles will allow teachers to display moral and ethical values, which includes a sense of right and wrong, treating others with respect, being objective, patient and compassionate. Embodying ethical knowledge gives the teacher the ability to practice their teaching skills with morals and ethics and not just viewing their ...

Codes of ethics and conduct are a feature of many professions including psychologists, medical doctors, engineers, and nurses. As public servants and members of society, teachers have a commitment to upholding the lawful rules of society but in particular ways, namely, for educational purposes. Their commitments, responsibilities, and accountabilities as a member of the profession are bounded by parameters set out in governing professional practice policies, teaching standards, and, as this entry describes, codes of professional ethics and conduct. Codes of ethics and conduct became signifiers of the established professionalization of teaching by the first decade of the new millennium as teacher regulation gained worldwide prominence. More than 50 countries around the world have now established codes of conduct or ethics for their teachers; some codes oversee the whole nation’s teachers, while other... • Forster, D. J. (2012). Codes of ethics in Australian education: Towards a national perspective. Australian Journal of Teacher Education, 37(9), 0–17. • Maxwell, B., & Schwimmer, M. (2016). Seeking the elusive ethical base of teacher professionalism in Canadian codes of ethics. Teaching and Teacher Education, 59, 468–480. • Poisson, M. (2009). Guidelines for the design and effective use of teacher codes of conduct. Paris: United Nations Education Scientific and Cultural Organization (UNESCO) and the International Institute for Educational Planning (IIEP). • Shortt, D., Hall...