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
DOI:
https://doi.org/10.69569/jip.2024.0004Keywords:
Article 5 Section 5 of Code of Ethics for Teachers, Case Study, Corrective Actions, Novice department head, Coping mechanisms, Private SchoolsAbstract
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.
Downloads
References
2021 Code of Ethics for Professional Teachers Explained. DepEd Tambayan.
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
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
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
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
Day, C., Sammons, P., & Gorgen, K. (2020). Successful school leadership. https://files.eric.ed.gov/fulltext/ED614324.pdf
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
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
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.
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
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
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
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
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
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
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
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
Şenol, H. (2019). Professional Development of Educational Leaders. Educational Leadership. https://doi.org/10.5772/intechopen.89260
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
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
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/
UNESCO, (2018). Activating policy levers for Education 2030: The untapped potential of governance, school leadership, and monitoring and evaluation policies. Paris: UNESCO
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
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
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
