Impact of Host Teachers' Misconduct on Pre-Service Teachers' Ethics and Professional Attitudes

Öz

This study investigates how observed professional misconduct by host teachers during teaching practice influences pre-service teachers' attitudes towards the teaching profession. Using Bandura's Social Learning Theory (SLT) and Festinger's Cognitive Dissonance Theory (CDT) as theoretical frameworks, the research examines how unethical behaviours impact pre-service teachers' ethical standards and attitudes as future educators. The study employed an exploratory sequential design, involving 348 respondents from one university, with 22 purposively selected key informants in phase one and 326 randomly selected respondents for phase two. The analysis involved content analysis and the Relative Importance Index (RII). Researchers adhered to ethical research conduct throughout the study. Findings reveal that misconduct among host teachers shapes pre-service teachers' professional beliefs, reinforcing ethical values or promoting unethical practices, conforming with SLT and CDT assumptions. The study highlights the critical role of mentorship in fostering professional integrity and calls for stricter accountability measures to ensure effective mentorship programs under ethical frameworks. The study recommends that there should be collective efforts between teacher training institutions and leadership from the host schools to enforce the code of conduct through mentorship programs aimed at shaping student teachers' professional ethics, standards, and integrity. This empirical study is based on practical experience in which pre-service teachers attend an extended teaching practice period in schools. In these schools, they observe various behaviours as part of school culture that shape or misshape their professional behaviour

Anahtar Kelimeler

• Pre-service teachers
• professional misconduct
• mentorship
• professional attitudes
• social learning

Etik Beyan

Researchers declare there is no conflict of interest

Eğiticilerin Uygunsuz Davranışlarının Ön Hizmet Öğretmenlerinin Etikleri ve Mesleki Tutumları Üzerindeki Etkisi

Öz

Bu çalışma, öğretim uygulamaları sırasında ev sahibi öğretmenler tarafından gözlemlenen mesleki suiistimallerin, öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarını nasıl etkilediğini araştırmaktadır. Araştırma, Bandura'nın Sosyal Öğrenme Teorisi (SLT) ve Festinger'ın Bilişsel Uyumsuzluk Teorisi (CDT) gibi teorik çerçeveleri kullanarak, etik olmayan davranışların öğretmen adaylarının etik standartları ve gelecekteki eğitimciler olarak tutumları üzerindeki etkilerini incelemektedir. Çalışma, bir üniversiteden 348 katılımcıyı içeren keşifsel ardışık bir tasarım kullanmış, birinci aşamada 22 amaçlı seçilmiş anahtar bilgilendirici ve ikinci aşamada ise 326 rastgele seçilmiş katılımcı yer almıştır. Analiz, içerik analizi ve Göreceli Önem İndeksi (RII) içermektedir. Araştırmacılar, çalışma boyunca etik araştırma kurallarına uymuşlardır. Bulgular, ev sahibi öğretmenler arasındaki suiistimallerin öğretmen adaylarının mesleki inançlarını şekillendirdiğini, etik değerleri pekiştirdiğini veya etik olmayan uygulamaları teşvik ettiğini, bu durumun da SLT ve CDT varsayımlarıyla uyumlu olduğunu ortaya koymaktadır. Bu çalışma, profesyonel dürüstlüğü geliştirmede mentörlüğün kritik rolünü vurgulamakta ve etik çerçeveler altında etkili mentörlük programlarının sağlanması için daha sıkı hesap verebilirlik önlemleri çağrısında bulunmaktadır. Çalışma, öğretmen yetiştirme kurumları ile ev sahibi okullardaki liderlik arasında, öğrenci öğretmenlerin profesyonel etiklerini, standartlarını ve bütünlüklerini şekillendirmeye yönelik mentörlük programları aracılığıyla davranış kurallarının uygulanması için kolektif çabalar gerekmektedir. Bu ampirik çalışma, öğretmenlik uygulama döneminin uzatıldığı okullarda, hizmet öncesi öğretmenlerin bulunduğu pratik deneyime dayanmaktadır. Bu okullarda, mesleki davranışlarını şekillendiren veya yanlış şekillendiren okul kültürü parçaları olarak çeşitli davranışları gözlemlemektedirler.

Anahtar Kelimeler

• Öğretmen adayları
• mesleki davranış bozukluğu
• mentorluk
• mesleki tutumlar
• sosyal öğrenme

Kaynakça

1. Akinrotimi, J. (2021). Critical professional misconducts of teachers in the educational system and way out. International Journal of Research Publications, 76(1), 134-141. https://doi.org/10.47119/IJRP100761520211907
2. Alkurdi, R., & Alghazo, S. (2021). Teachers' misbehaviours in class and students' reactions: A case study. IAFOR Journal of Education: Language Learning in Education, 9(3), 97-114. https://doi.org/10.22492/ije.9.3.06
3. Ally, M. S., & Libent-Mabagala, D. (2022). Examining the effectiveness of mentoring process in developing teaching competencies of secondary school novice teachers: A case of Mbeya region in Tanzania. European Journal of Education and Pedagogy, 3(3), 156–159. https://doi.org/10.24018/ejedu.2022.3.3.355
4. Anangisye, W. A. L. (2011). Why are teachers motivated to behave unprofessionally? A qualitative-data-based-inquiry on education stakeholders' experiences in Tanzania. LWATI: A Journal of Contemporary Research, 8(1), 1–23.
5. Arnold, E., & Mwila, P. M. (2022). Teacher professional code of conduct: Its effect on teaching and learning process in public secondary schools in Busega district, Simiyu, Tanzania. International Journal of Research and Innovation in Social Science, 6(9), 607–612. http://dx.doi.org/10.47772/IJRISS.2022.6927
6. Atjonen, P. (2012). Student teachers' outlooks upon the ethics of their mentors during teaching practice. Scandinavian Journal of Educational Research, 56(1), 39–53. https://doi.org/10.1080/00313831.2011.567395
7. Auerbach, C., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis (Vol. 21). New York University Press.
8. Aydın, D. & Arslan, S. (2022). Teacher mentoring: Definitions, expectations and experiences from international EFL teachers. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(1), 181-197. http://dx.doi.org/10.21093/ijeltal.v7i1.1272

9. Ayenalem, K. A., Gone, M. A., Yohannes, M. E. & Lakew, K. A. (2023). Causes of teachers' professional misconduct in Ethiopian secondary schools: Implications for policy and practice. Cogent Education, 10(1), 1-18. https://doi.org/10.1080/2331186X.2023.2188754
10. Babinec, J., & Blasdell, R. (2023). Child maltreatment by teachers: Prevalence rates of abuse. In Encyclopedia of domestic violence (pp. 1–6). Springer International Publishing. https://doi.org/10.1007/978-3-030-85493-5_244-1
11. Bandura, A. (1977). Social learning theory. Prentice Hall.
12. Barrett, D. E., Neal Headley, K., Stovall, B., & Witte, J. C. (2006). Teachers' perceptions of the frequency and seriousness of violations of ethical standards. The Journal of Psychology, 140(5), 421–433. https://doi.org/10.3200/JRLP.140.5.421-433
13. Benaissi, A. (2021). Misbehavior in Moroccan EFL classrooms: Exploring the causes and strategies for prevention. International Journal of Innovative Science and Research Technology, 6(7), 74–82.
14. Bergman, M. (2013). Pre-service teachers' perceptions about ethical practices in teaching. Journal of Teacher Education, 64(1), 87–98. https://www.itejournal.org/wp-content/pdfs-issues/spring-2013/08bergman.pdf
15. Betweli, O. (2013). The nature of teacher professional misconduct in Tanzanian public primary schools: The case of Sumbawanga Municipal and Rural Districts. International Journal of Education, 5(1). https://doi.org/10.5296/ije.v5i1.3291
16. Betweli, O. (2020). Curbing teacher misconduct in public primary schools in Sumbawanga Municipal and Rural Districts, Tanzania: Headteachers' strategies and challenges. European Journal of Research and Reflection in Educational Sciences, 8(4), 22–40.
17. Boniface, R. M., & Ngalawa, C. F. (2021). Teachers' awareness of teaching professional code of ethics, acts and regulations in Mkuranga District, Tanzania. Papers in Education and Development, 38(2), 1–28. https://journals.udsm.ac.tz/index.php/ped/article/view/4320
18. Bosone, L., Chevrier, M., & Zenasni, F. (2022). Consistent or inconsistent? The effects of inducing cognitive dissonance vs. cognitive consonance on the intention to engage in pro-environmental behaviors. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.902703
19. Cain, T. (2009). Mentoring trainee teachers: How can mentors use research? Mentoring & Tutoring: Partnership in Learning, 17(1), 53–66. https://doi.org/10.1080/13611260802233498
20. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative and mixed methods approaches (6th ed.). SAGE Publications.
21. Dan, Z., & Liu, X. (2021). From university to school—Experiences of teaching practice in three countries. International Education Studies, 14(8), 1. https://doi.org/10.5539/ies.v14n8p1
22. Dorsah, P., Abdullai Abukari, M., Nipielim Tindan, T., & Nyaaba Akanzire, B. (2023). Mentor wasn't always available: Challenges of pre-service teachers on supported teaching in schools. American Journal of Education and Information Technology, 7(1), 1-7. https://doi.org/10.11648/j.ajeit.20230701.11
23. Evans, M. E., Taylor, R. M., McCloud, L., & Burr, K. (2022). Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: "We have to narrow the distance." International Journal of Mentoring and Coaching in Education, 11(2), 137–152. https://doi.org/10.1108/IJMCE-09-2020-0058
24. Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
25. Fussy, D. S. (2018). The institutionalisation of teacher ethics in Tanzania's secondary schools: A school heads' perspective. Pakistan Journal of Education, 35(2). https://doi.org/10.30971/pje.v35i2.542
26. Goswami, P. (2024). Understanding teachers' awareness of mental health and student well-being: A theoretical perspective. International Journal for Multidisciplinary Research, 6(2). https://doi.org/10.36948/ijfmr.2024.v06i02.14571
27. Guerra, P. L., & Wubbena, Z. C. (2017). Teacher beliefs and classroom practices: Cognitive dissonance in high stakes test-influenced environments. Issues in Teacher Education, 26(1), 35–50.
28. Jafar, M. F., Yaakob, M. F. M., Mustapha, R., Aziz, M. N. A., Yusof, M. R., & Awang, H. (2021). Quality of mentoring of mentor teachers: Perspective of the trainee teachers. International Journal of Evaluation and Research in Education (IJERE), 10(2), 632. https://doi.org/10.11591/ijere.v10i2.21035
29. Jamhuri ya Muungano wa Tanzania. (2002). Waraka wa Elimu Na. 24 wa Mwaka 2022 Kuhusu Adhabu ya Viboko. Wizara ya Elimu na Utamaduni.
30. Jamhuri ya Muungano wa Tanzania. (2023). Ufafanuzi wa kanuni za maadili na utendaji kazi katika utumishi wa walimu. Tume ya Utumishi wa Walimu.
31. Kasapoglu, K., Aydogdu, B., & Uyanik Aktulun, O. (2023). Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice. South African Journal of Education, 43(2), 1–15. https://doi.org/10.15700/saje.v43n2a2114
32. Kaushal, A. (2024). Mentorship in education: A revolutionary approach for teachers. International Journal of Advance Research, Ideas and Innovations in Technology, 10(6), 243-251.
33. Kihwele, J. E., & Mtandi, R. (2020). Impact of teaching practice on pre-service teachers' pedagogical competencies in Tanzania. East African Journal of Education and Social Sciences, 1(1), 101–111. https://doi.org/10.46606/eajess2020v01i01.0011
34. Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214
35. Kuhn, C., Hagenauer, G., Gröschner, A., & Bach, A. (2024). Mentor teachers' motivations and implications for mentoring style and enthusiasm. Teaching and Teacher Education, 139, 104441. https://doi.org/10.1016/j.tate.2023.104441
36. Lawrent, G. (2022). Teacher ethics in the Tanzanian context and their implications. Teaching and Teacher Education, 120(103900). https://doi.org/10.1016/j.tate.2022.103900
37. Louw, J. M. (2023). The ugly side of teaching practice: teachers' perceptions of student teachers' immoral and unprofessional behaviour during teaching practice. In M. Carmo (Ed.), International conference on education and new developments 2023 (pp. 538–542). In Science Press. https://doi.org/10.36315/2023v1end120
38. McGiboney, J., & Carter, C. (1988). The impact of teacher behavior on student misbehavior. Educational Research Quarterly, 12(2), 27–34.
39. Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59. https://doi.org/10.1016/j.tate.2017.03.024
40. Mohamed, S. (2022). Teachers' misconduct on students' learning and performance in Urambo District-Tabora [Unpublished master's dissertation]. The Open University of Tanzania.
41. Mpate, H., Campbel-Evans, G., & Gray, J. (2023). Pre-service teachers' preparedness to teach during teaching practice in Tanzania. African Journal of Teacher Education, 12(1), 95–120. https://doi.org/10.21083/ajote.v12i1.7264
42. Nzima, I., & Mkumbo, K. (2015). Pre-service teachers' perceptions of teaching as a profession: Implications for teacher education. Journal of Education and Practice, 6(4), 120–127.
43. Omollo, N., Muteti, C., & Ogoti, E. (2022). Implementation of guidance and counselling services by heads of schools on managing professional misconduct among public secondary school teachers in Mara region Tanzania. British Journal of Education, 10(6), 17–36.
44. Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of pre-service teachers' learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86–99. https://doi.org/10.1177/0022487119894230
45. Page, D. (2016). The multiple impacts of teacher misbehaviour. Journal of Educational Administration, 54(1), 2–18. https://doi.org/10.1108/JEA-09-2014-0106
46. Phang, B. L., Sani, B. B., & Azmin, N. A. B. M. (2020). Investigating mentor teachers' roles in mentoring pre-service teachers' teaching practicum: A Malaysian study. English Language Teaching, 13(11), 1. https://doi.org/10.5539/elt.v13n11p1
47. Plessis, P. & Mestry, R. (2019). Teachers for rural schools – a challenge for South Africa. South African Journal of Education, 39(1), 1-9. https://doi.org/10.15700/saje.v39ns1a1774
48. Rumjaun, A., Narod, F. (2020). Social learning theory—Albert Bandura. In Akpan, B., Kennedy, T.J. (eds) Science education in theory and practice. (pp. 85–99). Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-43620-9_7
49. Schatz-Oppenheimer, O., & Goldenberg, J. (2024). The impact of professional mentoring on mentors of novice-teachers. International Journal of Mentoring and Coaching in Education, 13(1), 122–141. https://doi.org/10.1108/IJMCE-08-2022-0070
50. Tarus, R. S., Simatwa, E. M. W. & Ndolo, M. A. (2024). Factors influencing teacher professional misconduct in administration of Kenya certificate of secondary education examinations: An analytical study. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 29(5), 01-16. https://doi.org/10.9790/0837-2905040116
51. Ventista, O. M., & Brown, C. (2023). Teachers' professional learning and its impact on students' learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565
52. Wei, L., Gondwe, F., & Sok, S. (2022). Implementation of teaching practicum for primary school teachers: China, Cambodia and Malawi case studies. African Journal of Teacher Education, 11(1), 190–217. https://doi.org/10.21083/ajote.v11i1.6892
53. Yu, Y. S. (2024). Educator sexual misconduct: Prevalence and characteristics in disciplinary actions educator sexual misconduct: Prevalence and characteristics in disciplinary actions [Unpublished master's thesis]. John Jay College, City University of New York.