IIEP-UNESCO Program Ethics and Corruption in Education QUESTIONNAIRE ON CODES OF CONDUCT FOR PRIMARY SCHOOL TEACHERS (COUNTRIES WITHOUT CODE) In order to know more about the mechanisms of the development and implementation of codes of conduct for primary school teachers, the International Institute for Educational Planning (IIEP-UNESCO) has decided to conduct a survey on 25 countries, within their Ministries of Education, teacher training institutes, professional organizations and teacher unions and parent- teacher associations. These « codes of conduct » (or codes of ethics or behaviour) are the name given to documents that formulate ethical principles, and rules for good behaviour that apply to the teaching profession. If such a code does not exist in your country, we would be grateful if you could duly complete the questionnaire found below. If a code does exist, please refer to the second questionnaire that was sent to you. Please note that no nominative use of your answers will be made. It is therefore important that your answers be sincere. We thank you in advance for returning the questionnaire duly completed before 28 January 2009, by e-mail ([email protected]) or by fax (+33-1.40.72.83.66). You can contact us by phone for any question you might have (+33-1.45.03.77.95). Signed: Muriel Poisson, Program Specialist, IIEP-UNESCO TICK THE BOX CORRESPONDING TO YOUR ANSWER 1 Does a code of conduct or ethical code for teachers exist in your country? (only one answer possible) Yes Î please fill in the second questionnaire No, as far as I know Î proceed to question 2 2 Are there any other documents (laws, regulations, directives) to regulate teachers’ conduct? (one answer possible) Yes No If yes, specify the nature of these documents: 3 In your opinion, what is a good teacher? (Classify by order of priority, from 1 to 6 – avoid ties! 1 = most important; 6 = less important) A teacher who has sound knowledge A teacher with good teaching capacity A teacher who is self-critical A teacher who respects colleagues and students A teacher who treats students in a fair manner A teacher who has good capacity for managing 4 What is your opinion of the following attitudes of a teacher? (one answer maximum per line) acceptable not acceptable not at all acceptable Lies about qualifications/diplomas Is absent without justification Goes to work under the influence of alcohol (or on drugs) Favours/disadvantages certain students Has sexual relations with a student Is physically violent with a student Uses harassment with a student Collects illegal fees from students Diverts school funding Offers private tutoring to students Steals school equipment Disseminates confidential information Takes advantage of personal relations to be recruited/promoted/transferred Gives money/a gift to a civil servant to be recruited/promoted/transferred Uses teacher unions to avoid a disciplinary sanction 5 For which category of people should a code be intended? (only one answer possible) Teachers in general Primary schoolteachers Secondary school teachers Teachers of higher education Members of a teacher college or commission (professional organization) Members of a teacher union Civil servants of the education sector Inspectors Civil servants (other than national education) 6 Who should take the initiative to develop a code of conduct for teachers in your country? (only one answer possible and proceed to question 8) Yes No Anti-corruption commission National public authorities Regional/ local public authorities Teacher training institute Teacher college or commission (professional organization) Teacher union Schools Î If yes, go to question 7 Civil society organizations (NGOs)
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IIEP-UNESCO Program Ethics and Corruption in Education
QUESTIONNAIRE ON CODES OF CONDUCT FOR PRIMARY SCHOOL TEACHERS (COUNTRIES WITHOUT CODE)
In order to know more about the mechanisms of the development and implementation of codes of conduct for primary school
teachers, the International Institute for Educational Planning (IIEP-UNESCO) has decided to conduct a survey on 25 countries,
within their Ministries of Education, teacher training institutes, professional organizations and teacher unions and parent-
teacher associations. These « codes of conduct » (or codes of ethics or behaviour) are the name given to documents that
formulate ethical principles, and rules for good behaviour that apply to the teaching profession.
If such a code does not exist in your country, we would be grateful if you could duly complete the questionnaire found below. If a code does exist, please refer to the second questionnaire that was sent to you.
Please note that no nominative use of your answers will be made. It is therefore important that your answers be sincere.
We thank you in advance for returning the questionnaire duly completed before 28 January 2009, by e-mail
([email protected]) or by fax (+33-1.40.72.83.66). You can contact us by phone for any question you might have
(+33-1.45.03.77.95).
Signed: Muriel Poisson, Program Specialist, IIEP-UNESCO
TICK THE BOX CORRESPONDING TO YOUR ANSWER
1 Does a code of conduct or ethical code for teachers exist in your country?
(only one answer possible)
Yes please fill in the second questionnaire
No, as far as I know proceed to question 2
2 Are there any other documents (laws, regulations, directives) to regulate teachers’ conduct?
(one answer possible)
Yes
No
If yes, specify the nature of these documents:
3 In your opinion, what is a good teacher?
(Classify by order of priority, from 1 to 6 – avoid ties! 1 = most important; 6 = less important)
A teacher who has sound knowledge
A teacher with good teaching capacity
A teacher who is self-critical
A teacher who respects colleagues and students
A teacher who treats students in a fair manner
A teacher who has good capacity for managing
4 What is your opinion of the following attitudes of a teacher?
(one answer maximum per line)
acceptable not
acceptable
not at all
acceptable
Lies about qualifications/diplomas
Is absent without justification
Goes to work under the influence of alcohol (or on drugs)
Favours/disadvantages certain students
Has sexual relations with a student
Is physically violent with a student
Uses harassment with a student
Collects illegal fees from students
Diverts school funding
Offers private tutoring to students
Steals school equipment
Disseminates confidential information
Takes advantage of personal relations to be recruited/promoted/transferred
Gives money/a gift to a civil servant to be recruited/promoted/transferred
Uses teacher unions to avoid a disciplinary sanction
5 For which category of people should a code be intended?
(only one answer possible)
Teachers in general
Primary schoolteachers
Secondary school teachers
Teachers of higher education
Members of a teacher college or commission (professional organization)
Members of a teacher union
Civil servants of the education sector
Inspectors
Civil servants (other than national education)
6 Who should take the initiative to develop a code of conduct for teachers in your country?
(only one answer possible and proceed to question 8)
Yes No
Anti-corruption commission
National public authorities
Regional/ local public authorities
Teacher training institute
Teacher college or commission (professional organization)
Teacher union
Schools If yes, go to question 7
Civil society organizations (NGOs)
GUIDE
1. After having opened the questionnaire, save the file under your documents (in the menu « File », click on “Save as”). 2. Save your modifications regularly (in the menu « File », click on “Save as”).
IIEP-UNESCO Program Ethics and Corruption in Education
7 When it is schools that take the initiative to develop a code, who among the following actors should take a major role?
Yes No If yes, should women be involved?
Yes No
Headteacher
School board/council
Teachers
Parents
Students
Local community
Civil society organizations (NGOs)
8 In your opinion, should the development of a code favour the initiation of the following activities?
(one answer maximum per line)
Yes No
Creation of a national commission
Constitution of a group of experts
Analysis of already existing codes
Conduct of case studies/surveys
Telephone interviews
Organization of workshops with teachers
Organization of meetings in the schools
Consultation with teacher union
Organization of public forums
Dissemination of the first version of the code
Other. Specify:
9 In your opinion, which actors should be involved in the development of a code of conduct?
(one answer maximum per line and proceed to question 11)
Yes No
Anti-corruption commission
National public authorities
Regional/ local public authorities
Teacher training institute
Teacher college or commission (professional organization)
Teachers union
Individual teachers
Schools If yes, go to question 10
Women’s organization
Civil society organization (NGOs)
10 If schools participate in the development of a code, how would you conceive the involvement of the following actors?
(one answer maximum per line)
very
important
important not very
important
not at all
important
Headteacher
School board/council
Teachers
Parents
Students
11 According to you, which actors should be involved at each of the following stages of the development of a code?
(for each actor, tick the case of the stage where he/she should be involved: several answers possible per line)
draft discussion finalization adoption no implication
Anti-corruption commission
National public authorities
Regional/ local public authorities
Teacher training institute
Teacher college or commission (professional
organization)
Teacher unions
Teachers or groups of teachers
Parents
Students
Womens’ organizations
Civil society organizations (NGOs)
12 In your opinion, what should be the length of time between the development process of a code and its adoption?
(only one answer possible)
Less than six months
Between six months and a year
Between one and two years
Between two and three years
More than three years
IIEP-UNESCO Program Ethics and Corruption in Education
13 In your opinion, are the following actors likely to play a favourable, neutral or unfavourable role in the development of a code in your country?
(one answer maximum per line)
favourable neutral/
no role
unfavourable
Anti-corruption commission
National public authorities
Regional public authorities
Teacher training institute
Teacher college or commission (professional organization)
Teacher union
Teachers
Parent-teachers association
Civil society organizations (NGOs)
Public opinion
Medias
14 In your opinion, what specific problems the development process of a code is likely to face?
(several answers are possible)
Some majors actors will not be consulted
Some majors actors will refuse to be involved
It will be difficult to reconcile the different points of view of the parties involved
No specific problems to be mentioned
Other. Specify:
15 In your opinion, how could the development process of a code be improved?
16 What should be the main objectives stated by a code?
(several answers are possible)
Promote a feeling of professional identity among teachers
Improve the ethics of the teaching profession
Promote a positive image of the teaching profession
Guide members of the teaching profession in their conduct
Improve regulation and control of teacher misconduct
Protect students from unethical conduct of teachers
Improve the quality of teaching
Increase confidence of the community in the teaching profession
Other. Specify:
17 In your opinion, what should be the number of pages of a code (appendices not included)?
(one answer possible)
Less than five pages
From five to six pages
From ten to twenty pages
More than twenty pages
18 Should a code be translated into the various languages of your country?
(one answer possible)
Yes
No
19 Should a code take into consideration the different status of the teachers (civil servant, contractual, voluntary,
community teachers, etc.)?
(one answer possible)
Yes go to question 20
No go to question 21
20 If yes, in which way?
21 If no, why?
22 How would you conceive the principal characteristics of a code of conduct in your country?
(one answer maximum par line)
Yes No
It should be a self-regulation document
It should be a legal document
It should contain rules for administrative procedure
It should describe rules for conduct
It should describe ethical principles
It should be of a theoretical nature
It should be of a well-aimed and concrete nature
It should be formulated in a positive manner (what should be done…)
It should be formulated in a negative manner (what should not be done…)
It should be about teachers’ duties
It should be about teachers’ rights
IIEP-UNESCO Program Ethics and Corruption in Education
23 What should be the principal themes treated by a code?
24 Should a code give details on teachers’ conduct in function of the following groups of actors?
(one answer maximum per line)
Yes No
Relationships with the administration
Relationships with colleagues
Relationships with students
Relationships with parents
Relationships with the local community
25 Should a code mention the following themes? (one answer maximum per line)
Yes No
Lying about qualifications/diplomas
Absence without justification
Going to work under the influence of alcohol (or on drugs)
Favouring/disadvantaging certain students
Having sexual relations with a student
Being physically violent with a student
Using moral harassment with a student
Collecting illegal fees from students
Diverting school funding
Offering private tutoring to students
Stealing school equipment
Disseminating confidential information
Taking advantage of personal relations to be recruited/promoted/transferred
Giving money/a gift to a civil servant to be recruited/promoted/transferred
Using teacher unions to avoid a disciplinary sanction
26 In your opinion, should teacher unions influence the content of a code?
(one answer possible)
Very much
Little
Not at all
27 In your opinion, should teacher unions formally approve the content of a code?
(one answer possible)
Yes
No
28 Should the content of a code be revised after its adoption?
(only one answer possible)
Never
Once
Several times
29 To whom should a code be disseminated?
(several answers possible)
To central administration
To regional/local administration
To teachers
To teacher college or commission (professional organization)
To teachers unions
To teacher training institutes
To inspection services
To schools
To students
To Parents
To general public
Other. Specify :
30 In which form should a code be disseminated?
(several answers possible)
Simple document
Guide or manual
Posters
Videos
Other. Specify:
IIEP-UNESCO Program Ethics and Corruption in Education
31 How should a code be disseminated?
(several answers possible)
By mail
Through direct communication (workshops, forums, etc.)
Through internet
Through the press
Through the radio
Other. Specify:
32 What do you think of the following dissemination modes?
(one answer maximum per line)
very
effective
effective not very
effective
not at all
effective
Mail
Direct communication (workshops, forums, etc.)
Internet
Press
Radio
Other. Specify:
33 In your opinion, what actors should participate in raising public awareness of the importance of a code?
(one answer maximum per line and proceed to question 35)
Yes No
Anti-corruption commission
National public authorities
Regional/local public authorities
Teacher training institutes
Teacher college or commission (professional organization)
Teacher unions
Teachers
Schools If yes, go to question 34
Women organizations
Civil society organizations (NGOs)
34 If schools participate in raising awareness of the importance of the code, should the following actors be involved?
Yes No If yes, should women be involved?
Yes No
Headteacher
School board/council
Teachers
Parents
Students
Local community
Civil society organizations (NGOs)
35 Should activities for raising public awareness organized specifically for women?
(one answer possible)
Yes, absolutely
Yes, a little
No, very little
No, not at all
36 What institutions should be in charge of the implementation of a code?
(one answer maximum per line)
Yes No
Anti-corruption commission
National public authorities
Regional/local public authorities
Teacher training institutes
Teacher college or commission (professional organization)
Teacher unions
Schools
Civil society organizations (NGOs)
Other. Specify:
37 Can teacher unions contribute to the good implementation of a code?
(one answer possible)
A lot
A little
Not at all
38 Should a code be included in teacher training?
(one answer possible)
Yes go to question 39
No go to question 40
39 If yes, how should it be included in the training?
(one answer maximum per line)
40 In your opinion, should teachers adhere formally to a code, for example at the signature of their contract or when joining a union?
(one answer possible)
Yes
No
yes, as a compulsory
element
yes, as an optional
element
no, not to be included
It should be included in the initial training
It should be included in further continuous training
IIEP-UNESCO Program Ethics and Corruption in Education
41 In your opinion, can the implementation of a code have a significant impact on the following aspects?
(one answer maximum per line)
very significant
impact
significant
impact
not very
significant impact
no impact
Promote feeling of professional identity
Improve ethics of the profession
Reduce poor conduct
Improve quality of education
Increase confidence of the community
42 In your opinion, what specific problems the implementation of the code is likely face?
(several answers possible)
There are insufficient resources for a large dissemination of the code
General public will not know of the existence of the code
The code will be considered as not very relevant
The code will be considered as ineffective
The code will not lead to legal proceedings
The teacher incentives are insufficient
The social values will be in contradiction with those of the code
No specific problem is to mention
Other. Specify:
43 In what ways could the implementation of the code be improved, according to you?
44 In your opinion, should it be possible to register a complaint against a teacher that has not respected the code?
(one answer possible)
45 If yes, which actors should have the right to register a complaint?
(several answers possible)
46 If yes, what could be specific issues for complaint?
(one answer maximum per line)
Can you give a possible example?
47 If yes, what structure should be charged with receiving and treating the complaint?
(several answers possible)
48 If yes, should the different stages of the procedure be made public?
(one answer maximum per line)
Yes No
The investigative procedure should be made public
Decisions taken against the teacher should be made public
Yes go to question 45
No go to question 50
A student
A parent
Another teacher
A Headteacher
Administrative authorities
Whistle blowers (or hotlines)
Other. Specify:
important
issue
not very
important
not at all
important
Lying about his/ her qualifications/diplomas
Being absent without justification
Going to work under the influence of alcohol (or drugs)
Favoring/disadvantaging certain students
Having sexual relations with a student
Being physically violent with a student
Using moral harassment with a student
Collecting illegal fees from students
Diverting school funding
Offering private tutoring to students
Stealing school equipment
Disseminating confidential information
Taking advantage of personal relations to be recruited/promoted/transferred
Giving money/a gift to a civil servant to be recruited/promoted/transferred
Using teacher unions to avoid a disciplinary sanction
Other. Specify:
A commission charged with the application of the codes
An administrative disciplinary organ
An internal self-regulating organ within teaching profession
An organ of justice (court)
Other. Specify:
IIEP-UNESCO Program Ethics and Corruption in Education
49 If yes, what types of sanctions could be applied, according to you?
(several answers possible)
50 Should teacher unions take sanctions against teachers for misconduct, according to you?
(one answer possible)
Yes go to question 51
No go to question 52
51 If yes, what sanctions would you judge as most appropriate?
(two answers possible)
Render a report to the teacher’s place of work
Render a report to the administrative authorities
Give the teacher a warning
Exclude the teacher from the union
Render public that the teacher’s behavior is unacceptable
Other. Specify:
52 In your opinion, what specific problems the monitoring and control of the good application of a code are likely to face?
(several answers possible)
The general public will ignore the procedures for filing a complaint
The complainants will be afraid to file a complaint
Too few sanctions will be taken
Insufficient sanctions will be taken
The application of the code will not be supported by the public authorities
The application of the code will not be supported by the teachers
The application of the code will not be supported by the teachers unions
The application of the code will not be supported by the law
The necessary resources will not be mobilized
No major problem to be mentioned
Other. Specify:
53 How could the monitoring and control of the good implementation of a code be improved according to you?
To conclude, please give us the following information about yourself:
(one answer maximum per question)
You are a teacher: yes no
You are: a man a woman
Age: less than 30 between 30 and 50 more than 50
You belong to the following institution:
Ministry of education
Educational department at the regional/local level
Teacher training institute
Teacher college or commission (professional organization)
Teachers union
Parent teachers association
School
Other
Specify the name of your country:
THANK YOU VERY MUCH FOR YOUR CONTRIBUTION!
Amicable agreement
Reprimand
Warning
Censure
Fine
Transfer
Exclusion of the teaching profession
No sanction
Other. Specify:
GUIDE
1. Attach the final file to an e-mail that you will send to: [email protected]. 2. You will receive an e-mail of confirmation within 48 hours; if not, thanks for re-contacting us.