Pre-service teachers’ professional commitment, sense of efficacy, and perceptions of unethical teacher behaviours

Eren, Altay; Rakıcıoğlu-Söylemez, Anıl

doi:10.1007/s13384-020-00396-7

Cited by 10 publications

(8 citation statements)

References 49 publications

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“…Research has also shown that pre-service teachers who experience low commitment to their career decision are more likely to drop out of their study programme (Klassen & Chiu, 2011;Roberts, 2012). In contrast, pre-service teachers who reported certainty about engaging in the teaching profession and satisfaction with their career choice during their studies tended to persist until graduation (Eren & Rakıcıoğlu-Söylemez, 2020;Hobson et al, 2009). Correspondingly, a low degree of career decidedness can be a warning signal for dropping out of studies later.…”

Section: Student Dropouts and Career Decidednessmentioning

confidence: 99%

Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

2021

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Higher education institutions are striving to lower student dropout rates to increase the number of academically qualified persons in the labour market and decrease misguided investment. Researchers generally acknowledge that students who are firmly decided on their studies tend to drop out of their studies less frequently. Building on the extended expectancy-value model via the cost component, this longitudinal study investigates changes in and the impact of students’ motivation on career decidedness and intention to drop out. We analysed data from 351 first-year university students aiming to become teachers across three measurement points, finding that the task effort of students and, to a lesser degree, their interest value was related to career decidedness and, indirectly, to the intention to drop out after the first year in higher education. Moreover, the results revealed that these students’ ability beliefs increased and interest value decreased from the beginning to the end of the first year at higher education. Accordingly, we discuss the theoretical and practical implications taken from these findings.

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Section: Student Dropouts and Career Decidednessmentioning

confidence: 99%

Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

2021

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“…Hence the teachers have to be mindful of the moral images which they project through their own conduct (Marica, 2013). According to the literature, it is necessary to sensitize prospective teachers about the moral responsibility involved in the teaching profession, so that they can make informed choices (Chapman et al, 2013;Genc, 2019;Sharma, 2020;Eren & Soylemez, 2020). The position held in this study is therefore that those seeking to pursue the teaching profession need to accept from the onset that being a role model comes as an indispensable part of the package.…”

Section: Discussion and Recommendationsmentioning

confidence: 96%

“…It is necessary to sensitize teachers about the ethical responsibility that comes with this profession. Pre-service teachers can be supported in various ways in their moral or ethical development (Chapman et al, 2013;Eren & Soylemez, 2020). Firstly, pre-service teacher education should include obligatory courses in teacher professional ethics (Walters et al, 2017;Genc, 2019).…”

Section: The Importance Of Teacher Professional Ethicsmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of the Relevance of Teacher Professional Ethics in Contemporary Lesotho

Tlali

2021

AJOTE

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Previous research suggests that new teachers have more negative ethical perceptions than their senior counterparts. However, there is limited research on teachers’ perceptions regarding the relevance of professional ethics in the contemporary world. Hence this study sought to explore the extent to which pre-service teachers in Lesotho consider professional ethics to be relevant. A qualitative approach was adopted and Kohlberg’s (1987) moral development theory was used as the theoretical framework for the study. Data were generated with the use of both semi-structured and focus-group interviews. Forty-six (n 46) final-year Bachelor of Education (BEd) students were purposively selected to take part in this study. Sixteen (16) were interviewed individually, while 30 were interviewed in three focus-groups of ten participants each. The findings are that the participating pre-service teachers had mixed feelings about the relevance of professional ethics of teachers. Some emphasised the importance of a teachers’ code of ethics while others indicated that some of the regulations were outdated. The position taken in this paper is that teacher professional ethics are timeless. These are meant to protect the interests of different stakeholders in education as well as the image of the teaching profession.

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“…Researches about teachers’ unethical professional behavior have always focused on two aspects. In terms of teaching, teachers’ unethical professional behavior has been considered as the behaviors which did not meet the teaching needs ( Zhao, 2019 ; Eren and Rakcolu-Sylemez, 2021 ). In terms of life outside the school, teachers’ unethical professional behavior discussion has mainly focused on using power for personal gain ( Eren and Rakıcıoğlu-Söylemez, 2017 ; Zhang, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…Most research on teachers’ unethical professional behaviors has concerned in-service teachers in China ( Ge, 2008 ; Guo, 2017 ; Zhang, 2017 ; Cai, 2019 ). Student teachers have a clear career orientation, and their unethical professional behavior tendencies involve students, as with in-service teachers ( Eren and Rakıcıoğlu-Söylemez, 2017 ; Eren and Rakcolu-Sylemez, 2021 ). A series of empirical studies on the unethical professional behavior tendencies of in-service teachers and student teachers were summarized as follows: in terms of teaching, discussion of unethical professional behavior tendencies has mainly focused on perfunctory attitude, carelessness, and unfairness ( Ge, 2008 ; Jiang, 2013 ; Guo, 2017 ; Zhang, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of an Unethical Professional Behavior Tendencies Scale for Student Teachers

Wang

et al. 2021

Front. Psychol.

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Teacher’s unethical professional behaviors affect students’ physical and mental health. Prevention should start with student teachers, but empirical research is lacking in China. This study surveyed over 2,000 student teachers from China to examine the psychometric properties of a student teachers’ unethical professional behavior tendencies scale which revised by primary and secondary school teachers’ unethical professional behavior tendencies scale. Exploratory and confirmatory factor analysis confirmed that a bi-factor model fit the data best. The final student teachers’ unethical professional behavior tendencies scale comprised four subscales, including a general factor (unethical professional behaviors) and four special factors (perfunctory attitude and carelessness, insults and discrimination, unfairness, and using power for personal gain). The student teachers’ unethical professional behavior tendencies scale correlated negatively with their professional ethical values and positively with perceived frequency of unethical professional behaviors of college teachers around them. The data supported the scale’s measurement invariance across gender, and male student teachers scored significantly higher on unethical professional behavior tendencies than female student teachers. The findings suggest that the student teachers’ unethical professional behavior tendencies scale is a useful instrument for assessing student teachers’ unethical professional behaviors in China.

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Pre-service teachers’ professional commitment, sense of efficacy, and perceptions of unethical teacher behaviours

Cited by 10 publications

References 49 publications

Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

Pre-Service Teachers’ Perceptions of the Relevance of Teacher Professional Ethics in Contemporary Lesotho

Development and Validation of an Unethical Professional Behavior Tendencies Scale for Student Teachers

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