Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 1 (2024)

Complying with Article 5 Section 5 of Code of Ethics for Teachers: A Case Study on Corrective Actions of a Novice Department Head in a New Workplace

Shari Maro Raposas

Discipline: Education

 

Abstract:

This study investigates how a newly appointed department head manages inappropriate behavior or misconduct among subordinates in a different workplace. It explores the challenges and strategies for adhering to Article 5 Section 5 of the Teacher and the Teaching Community Code of Ethics. Using a Single-Case Study qualitative approach, it focuses on a Licensed Professional Teacher transitioning to a department head role. Criteria for selection included individuals new to leadership in unfamiliar environments. The study unveils corrective measures, like fostering a Positive Working Environment with Subordinates, challenges of grappling with Transformational Leadership and Managing Personality Differences among team members. However, it also highlights coping strategies like prioritizing Continuous Development and acknowledging subordinates' challenges. These findings emphasize the need for personal and professional support, advocating leadership training and workshops to enhance teaching efficiency.



References:

  1. 2021 Code of Ethics for Professional Teachers Explained. DepEd Tambayan.
  2. Al-Hothali, H. M. (2018). Ethics of the Teaching Profession among Secondary School Teachers from School Leaders’ Perspective in Riyadh. International Education Studies, 11(9), 47.  https://doi.org/10.5539/ies.v11n9p47
  3. Arrieta, G. S., & Ancho, I. V. (2020). Ready or Not: The Experiences of Novice Academic Heads in School Leadership. International Journal of Learning, Teaching and Educational Research, 19(5). https://www.ijlter.org/index.php/ijlter/article/view/2124
  4. Berkovich, I., & Eyal, O. (2018). Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies. Psychology in the Schools, 55(7), 867–879. https://doi.org/10.1002/pits.22130
  5. Caulfield, J. (2019, September 6). How to Do Thematic Analysis | A Step-by-Step Guide & Examples. Scribbr. https://www.scribbr.com/methodology/thematicanalysis/#:~:text=Thematic%20analysis%20is%20a%20method
  6. Day, C., Sammons, P., & Gorgen, K. (2020). Successful school leadership.  https://files.eric.ed.gov/fulltext/ED614324.pdf  
  7. Dilekçi, Ü. (2022). The relationship between principals’ instructional leadership and teachers’ positive instructional emotions: Self-efficacy as a mediator. Journal of Educational Leadership and Policy Studies (JELPS), 6. https://files.eric.ed.gov/fulltext/EJ1352897.pdf
  8. Ertürk, R. (n.d.). Leader Administrator: A Qualitative Analysis Based on Teacher Opinions. International Journal of Progressive Education, 18, 2022. https://doi.org/10.29329/ijpe.2022.426.15
  9. Estacio,D.L. & Estacio, M.R., (2022). Public school heads’ leadership style and best practices in the Department of Education in Bulacan, Philippines. International Journal of  Multidisciplinary: Applied Business and Education Research, 3(9), 1–1.
  10. Faizuddin, A., Azizan, N. A., Othman, A., & Ismail, S. N. (2022). Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices. Frontiers in Education, 7.  https://doi.org/10.3389/feduc.2022.983807  
  11. Kock, N., Mayfield, M., Mayfield, J., Sexton, S., & De La Garza, L. M. (2018). Empathetic Leadership: How Leader Emotional Support and Understanding Influences Follower Performance. Journal of Leadership & Organizational Studies, 26(2), 217–236. https://doi.org/10.1177/1548051818806290
  12. Komba, H., & Mukadi, M. (2021). Teachers’ compliance with the professional code of ethics and conduct among secondary schools in morogoro municipality. International Journal of Education and Research, 9(8).  https://www.ijern.com/journal/2021/August-2021/07.pdf
  13. Medford, J. A., & Brown, T. (2022). Newly appointed principals’ challenges in learning and  adjusting to school culture. Heliyon, 8(9), e10542.  https://doi.org/10.1016/j.heliyon.2022.e10542
  14. Makgato, M., & Mudzanani, N. N. (2018). Exploring School Principals’ Leadership Styles and Learners’ Educational Performance: A Perspective from High- and Low-Performing Schools. Africa Education Review, 16(2), 90–108. https://doi.org/10.1080/18146627.2017.1411201
  15. Nooruddin, S., & Bhamani, S. (2019). Engagement of School Leadership in Teachers’ Continuous Professional Development: A Case Study. Journal of Education and  Educational Development, 6(1), 95–110. https://doi.org/10.22555/joeed.v6i1.1549
  16. Salamondra, T. (2021). Effective communication in schools. BU Journal of Graduate Studies in Education, 13(1), 22–26. https://files.eric.ed.gov/fulltext/EJ1303981.pdf
  17. Saputra, F. (2021). Leadership, communication, and work motivation in determining the success of professional organizations. Journal of Law, Politic and Humanities, 1(2), 59–70. https://dinastires.org/JLPH/article/view/54/51
  18. Şenol, H. (2019).  Professional Development of Educational Leaders. Educational Leadership.  https://doi.org/10.5772/intechopen.89260
  19. Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of  Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016
  20. Tahir, L. M., Samah, N. A., Hamzah, M. H., Abdullah, A. H., Ali, M. F., & Mohd Yusof, S. (2021).  Initial Challenges and Possible Useful Countering Strategies: Perspectives From Malaysian Novice Principals. SAGE Open, 11(1), 215824402110000.  https://doi.org/10.1177/21582440211000052
  21. Teach Pinas. (2022, August 28). RA 7836 Code of Ethics for Professional Teachers - Teach Pinas. Teach Pinas. https://www.teachpinas.com/code-of-ethics-for-professional-teachers-ra-7836/
  22. UNESCO, (2018). Activating policy levers for Education 2030: The untapped potential of governance, school leadership, and monitoring and evaluation policies. Paris:  UNESCO
  23. Ustun, U. D. (2018). Transformational Leadership Behaviors of High School Students According to Leisure Preferences and Participation Type. World Journal of Education, 8(4), 18. https://doi.org/10.5430/wje.v8n4p18
  24. Valente, S., & Lourenço, A. A. (2020). Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management. Frontiers in Education, 5.  https://doi.org/10.3389/feduc.2020.00005

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic