Ethical Code Of Ethics In Education

Introduction

Education is a key factor determining a nation’s welfare and teachers play a crucial role in shaping and directing it in right direction. The last decades has witnessed constant degradation of social, moral, spiritual ethical and human values. With the rise of value crisis the children with emotional disturbances, anti-social behavior, and drug abuse have reinforced the need of value education in school. The value education needs to be an integral component of the whole gamut of curriculum of teacher education. Teachers with ethical codes are tremendous source for enlightenment, empowerment, and emancipation of the human welfare.

Issues of unethical teachers

Unethical issues in the teachers is usually expressed in moral diversions

It appears that moral and ethical issues are slowly becoming part of the teacher education programmes. From this it is clear that teachers are desirable to ensure broader and deeper implementation of ethical and moral education for the nation’s progress.

Impact of ethical practices among teachers

Many professions throughout the era have set themselves ethical rules that express the attitudes and sense of responsibility that are required to show towards their work, formulating the common values and principles that they should possess with respect to their profession. Teaching may be regarded as a profession in its own right, and one that demands a great deal of professional ethical values. Teachers require their own code of ethics, in order to inculcate ethics and morals among youngsters who play a vital role for the development of our nation.

Reflects right attitudes

Ethical teachers are capable of making right decisions particularly when it involves use of power against students. Teachers’ action has moral potency with regard to students. A teacher therefore should promote ethical professionalism and reflect on the moral impact of their decisions, actions, and general attitudes towards

For example, Aristotle (trans. 1962) wrote about the development of excellence, stating that to become excellent at any craft, including becoming virtuous, we have to exercise (practice) those behaviors

Fosters sense of righteousness

Teachers need objective knowledge about how children form a basic sense of right and wrong and what schools can do to reinforce appropriate development. William Damon, author of "Greater Expectations" (1996), provides that foundation. He describes research that children thrive on accomplishment, not on empty self-esteem message. They do not become overburdened by reasonable pressures related to worthwhile activities, including demanding homework. They are tough and resilient and are motivated to learn through both extrinsic inducements (e.g., high expectations, rewards, pressure, encouragement, grades, etc.) and intrinsic motivations. But they need the guidance that can best be provided by able, caring, concerned