Work Ethics of the Proficient Teachers: Basis for a District Learning Action Cell (LAC) Plan
Main Article Content
Keywords
Learning Action Cell (LAC) Plan, Proficient Teacher, Work Ethics
Abstract
It is critical for the teacher, as one of the most indispensable staff in the education system, to foster work ethics and to act as a role model to his/her students. Since there are many societal expectations on teacher, every teacher is directed to do what is right. This study determined the work ethics of the proficient teachers in the West District of the Schools Division of Angeles City. A crosssectional descriptive survey research design was used to describe the 124 proficient teachers with four to five years of teaching experience from the 12 schools in the said district. Most of the participants obtained very low scores on self reliance, leisure, and morality/ethics. This result indicates that most of them somewhat express that they strive for independence in their daily work and believe in the importance of non-work related activities. Since most of the participants got the lowest score on self reliance, leisure, and morality/ethics, the researchers developed a District LAC plan to fortify teachers’ low mean score on work ethics dimensions.
References
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Wormeli, R. (2006). Accountability: Teaching through assessment and feedback, not grading. American Secondary Education, 34(3), 14–27.
Ghiatau, R. (2015). Ethical competence for teachers: A Possible Model. Symposion, 2, 3, 387–403
Gunnel, C. (2006). Teacher ethics as a research problem: syntheses achieved and new issues. Teachers and Teaching, 12(3), 365-385, http://dx.doi.org:10.1080/13450600500467704
Hutching, T. (2016). Protecting the professionprofessional ethics in the classroom. Real Clear Politics. Retrieved from
https://www.ets.org/s/proethica/pdf/real-clear-articles.pdf.
Lumpkin, A. (2008). Teachers as role models teaching character and moral virtues. JOPERD, 79(2), 45-49
Miller, M. J., Woehr, D. & Hudspeth, N. (2002). “The meaning and measurement of work ethic: Construction and initial validation of a multidimensional inventory.” Journal of Vocational Behavior, 60, 451-489.
Nikitina, L., & Furuoka, F. (2012). Sharp focus on soft skills: a case study of Malaysian university students’ educational expectations. Education Research Policy Practice, 11, 207.
Salleh, A. (2018). The role of Educational Institutes in promoting work ethics. International humanities studies, 5(1). Retreived from http://ihs
-humanities.com/journals/vol5_no1_march2018/3.pdf.
Turk, M., & Vignjevi?, B. (2016). Teachers’ work ethics: Croatian students’ perspective. Foro De Educación, 14(20), 489-514. http://dx.doi.org:10.14516/fde.2016.014.020.024
Wormeli, R. (2006). Accountability: Teaching through assessment and feedback, not grading. American Secondary Education, 34(3), 14–27.
Article Sidebar
Published
Aug 27, 2020
Article Details
How to Cite
Borrico, C. B. C., Borrico, C. C., & Borrico, L. C. (2020). Work Ethics of the Proficient Teachers: Basis for a District Learning Action Cell (LAC) Plan. Asia Pacific Higher Education Research Journal (APHERJ), 7(1). https://doi.org/10.56278/apherj.v7i1.1543
Section
Research Article