The Extent of Physical Education Teachers’ Compliance With The Professional Code of Ethics and Conduct in Tanzania
Year: 2013
Type: dissertation
Abstract: Every profession considers the development and application of the Professional Code of \nEthics and Conduct (PCEC) as a means of maintaining acceptable professional standards. \nAs for the teaching profession, teachers are suppos \ned to exhibit high level of \nprofessionalism by showing high ethical and moral standards \nin their relationships with \nother educational stakeholders \n. This is also imperative for PE teachers since their work \ninvolves close interactions with students in and ou \ntside the classroom and school contexts \nwhen they double their duties as teachers and coaches. The purpose of this study was to \ndetermine the compliance level of PE teachers with PCEC in Tanzania. The study utilized \ndescriptive survey design and was conduc \nted in secondary schools and teachers colleges \nin Tanzania. \nThe target population was 5,948, which included 54 PE teachers, 5,844 \nstudents, 21 heads of institutions and 29 TSD officials. \nThe sample comprised 809 \nrespondents, who were purposively selected d \nepending on their involvement in PE, \nadministrative role as heads of institutions or as officials responsible for teacher conduct \nand discipline. \nInstruments for da \nta \ncollection \nwere questionnaires \n. The \ninstruments were \npre \n- \ntested in \ntwo secondary schools. \nData were analyzed using descriptive statistics; \nwhile hypotheses were tested using \nindependent t \n- \ntest and \nANOVA \nto test the \nsignificance difference between variables at p ≤ \n0.0 \n5 \nlevel of significance, with the help \nof SPSS version 19. Findings revealed t \nhat PE teachers had high knowledge on PCEC (M \n= 4.41, SD= .32). There were significant differences in knowledge on PCEC across \neducational levels (p = .000), institutional ownership (p =.011), and institutional level (p \n= .019). There were no significant d \nifferences in knowledge on PCEC across age \n( \np=.056 \n), gender (p = .926), marital status (p = .153), teaching experience (p = .258) and \nlocation (p =.252). Findings also revealed that PE teachers complied with PCEC at high \nlevel (M = 4.11, SD = .53). Complia \nnce with PCEC differed significantly across \neducational levels (p =.002), and institutional variables (p < .05). There were no \nsignificant differences in compliance with PCEC across age (p = .868), gender (p = .502), \nmarital status (p = .208) and teaching \nexperience (p =. 469). Moreover, the findings \nindicated that ECD were prevalent (M = 3.04, SD = .79) in the implementation of PCEC. \nThere were no significant differences in ECD faced by PE teachers across demographic \nvariables (p > .05). However, there wer \ne significant differences in ECD faced by PE \nteachers across institutional variables (p < .05). It was concluded that PE teachers have \nadequate knowledge on PCEC and comply with it at high level. It was further concluded \nthat PE teachers encounter ECD in i \nmplementing PCEC. Based on the findings, it was \nrecommended that the Ministry of Education and school administrators should improve \nPE and sport programmes in schools and colleges, and should encourage and facilitate \nteachers‟ in \n- \nservice professional devel \nopment courses. Moreover, teachers should be \nencouraged to obtain copies of PCEC. Further studies should be carried out across all \nteachers in different subject specializations to determine their compliance level with \nPCEC. Moreover, studies should also be \nconducted on the role of PE and sport in schools \nand colleges in enhancing work commitment and collaboration among teachers
Author: Stephen Mabagala
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2109974983