Exploring the Relationship Between Teaching Proficiency and Ethical Accountability Among Secondary School Educators
Keywords:
Teaching Proficiency, Ethical Accountability, TeachersAbstract
This research explores the relationship between teaching proficiency and ethical accountability among secondary school educators. Teaching proficiency encompasses effective lesson planning, classroom management, subject knowledge, positive student relationships, and resourceful teaching methods. Ethical accountability involves commitment to students' behavior, learning outcomes, and aligning with educational objectives.
The study aims to investigate the correlation between teaching proficiency and ethical accountability among secondary school educators. The survey included 70 teachers from Rajkot district. Data were collected using the General Teaching Competence Scale and an Accountability Scale for Teachers, analyzed with Pearson's correlation.
Findings reveal a significant correlation (r = 0.48, p < .01) between teaching proficiency and ethical accountability. Proficient teachers exhibit a heightened sense of ethical accountability, including student conduct, achievement, and support. This underscores the role of teaching proficiency in nurturing ethical accountability.
Teachers' commitment to effective education drives this correlation. They invest efforts in lessons, student support, and teaching methods. Delimitations include the study's location and variables. Future research can explore additional factors influencing teaching effectiveness and ethical accountability.
Downloads
References
Singh, S., & Singh, S. (2003). A study of teaching competency of primary school teachers. Unpublished PhD thesis, University of Lucknow.
Chauhan, O. S. (1995). A Study of Teacher's Professional Responsibility, Teaching Attitude, and Organizational Climate between Government and Privately Managed Schools. Ph.D. Thesis, Meerut University, Meerut.
Lee, V. E., & Loeb, S. (2000). School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievements. American Educational Research Journal, 37(1), 3-31. http://dx.doi.org/10.2307/1163470.
Guskey, T. R. (1981). Measurement of the responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32(3), 44-51. doi: 10.1177/002248718103200310.
Matteucci, M. C., Guglielmi, D., & Lauermann, F. (2017). Teachers' sense of responsibility for educational outcomes and its associations with teachers' instructional approaches and professional wellbeing. Social Psychology of Education, 20(2), 275- 298. doi: 10.1007/s11218-017-9369-y.
Lauermann, F., & Konig, J. (2016). Teachers' professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy, and Burnout. Learning and Instruction, 45, 9-19. http://dx.doi.org/10.1016/j.learninstruc.2016.06.006.
Abdullahi, H., & Ghaemi, H. (2016). EFL Teacher's Affective Constructs and Their Sense of Responsibility. Research in English Language Pedagogy (RELP); Isfahan, 4(1), 64-72.
