ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Jenaabadi   H. (1)
Nastiezaie   N. (*)






(*) Educational Management Department, Educational Sciences & Psychology Faculty, University of Sistan and Baluchestan, Zahedan, Iran
(1) Education & Training Department, Educational Sciences & Psychology Faculty, University of Sistan and Baluchestan, Zahedan, Iran

Correspondence

Address: Educational Management Department, Educational Sciences & Psychology Faculty, University of Sistan and Baluchestan, Daneshgah Street, Zahedan, Iran
Phone: +985433428942
Fax: +985433416120
n_nastie1354@ped.usb.ac.ir

Article History

Received:  October  25, 2015
Accepted:  January 2, 2016
ePublished:  January 10, 2016

BRIEF TEXT


… [1-7] From the viewpoints of the students, the most important criterion to evaluate a teacher as good is her educational performance and behaviors. In addition, academic and personal characteristics of the teachers and the evaluation method used by the students are moderately important [8]. … [9-19] The most important components of teaching professional ethics are efficiency in presenting the content, proper discourse forum, proper evaluation, and respect for the university rules [20]. Six components including characteristics items, content mastering, teaching methods mastering, understanding the different aspects of the learner, standard evaluation, and respect for the educational rules have been evaluated in the assessment of the teaching professional ethics components from the viewpoints of the students [21].

There are not many conducted studies about respect for the teaching professional ethics standards in Iran and, especially, in the university of Sistan and Baluchestan.

The aim of this study was to compare the current and the desired qualities of the teaching professional ethics in the faculty members of Sistan and Baluchestan University from the viewpoints of the graduate students.

This is a descriptive cross-sectional study.

Graduate students of Siatan and Baluchestan University were studied in the second semester of the academic year 2014-15.

Through available stratified sampling method and based on Cochran’s sampling formula, 162 male students (126 MSc students and 36 PhD students) and 168 female students (141 MSc students and 27 PhD students) were studied (total number 330).

Data was collected using the teaching professional ethics questionnaire [21]. The questionnaire includes 48 items and 6 components as characteristics, content mastering, teachings method mastering, understanding different aspects of the learner, standard evaluation, and respect for the academic rules, to investigate teaching professional ethics in the faculty members. The questionnaire is scored based on Likert’s 5-point from “very low” (1 score) to “very high” (5 scores).The validity of the questionnaire was determined via the content validity method. Cronbach’s alpha was computed 0.88 [21]. Data was analyzed by SPSS 21 software using correlated groups T test.

12 questionnaires were excluded, being uncompleted. Finally, 318 questionnaires were analyzed. The mean age of the students was 27.61±3.98 years. 50.9% and 49.1% of the students were female and male, respectively. 52.5%, 47.5%, 80.5%, and 19.5% of the participants were engineering, humanities, MSc, and PhD students, respectively. There was a significant difference between the current situation of the teaching professional ethics and its components and the desired situation (p=0.0001; Table 1). There was no significant difference between the students’ viewpoints on the quality of the components of the teaching professional ethics in the teachers of Sistan and Baluchestan University based on gender, field of study, and educational level (p>0.05; Table 2).

In comparison between the current and the desired situations of the teachers’ characteristics, the mean difference (0.725) was towards the desired situation. In comparison between the current and the desired situations of content mastering, the mean difference (0.806) was towards the desired situation. In comparison between the current and the desired situations of teaching methods mastering, the mean difference (0.828) was towards the desired situation. In comparison between the current and the desired situations of the learner’s different aspects, the mean difference (1.209) was towards the desired situation. In comparison between the current and the desired situations of standard evaluation, the mean difference (1.051) was towards the desired situation. In comparison between the current and the desired situations of respect for the academic rules, the mean difference (0.277) was towards the desired situation. From the viewpoints of the students of Qom University of Medical Sciences, the teaching professional ethics and its components in the teachers are assessed relatively favorable [21]. … [22] The nursing students of Urmia University are not satisfied with the status of the components of professional ethics in the university and faculty members [23]. … [24] Tolerance of other ideas, criticize acceptance, and understanding the capabilities in the teachers are assessed lower by the students of Shiraz University of Medical Sciences than other items [25]. The ranking of “honesty” is the highest in the current components, and in the desired components, the ranking of “responsibility” is the highest one [26]. The mean scores of the teaching ethics and its components, including the effectiveness of the course content, educational effectiveness, dealing with the critical issues, no dual relationships with the students, fair evaluation, respect for the university, confidentiality, and considering mental development in the students, are assessed relatively favorable by the nursing students [2]. The above results are consistent with the present results.

Teaching professional ethics workshops should be conducted for the teachers, to reduce the gap between the desired and the current situations.

Conducting the study as a quantitative research and constrained sample size to the graduate students of Sistan and Baluchestan University were of the limitations for the present study.

Teaching professional ethics of the faculty members of Sistan and Baluchestan University is assessed slightly over than the moderate level. Nevertheless, there is a gap between the current status of teaching professional ethics in the teachers and its desired status. The highest gaps are successively in understanding the different aspects of the learner, standard evaluation, mastering the teaching methods, content mastering, characteristics, and respect for the educational rules.

The managers of Sistan and Baluchestan University are appreciated.

Non-declared

Educational Deputy of Sistan and Baluchestan University was informed in the study results.

Non-declared

TABLES and CHARTS

Show attach file


CITIATION LINKS

[1]Aminbeidokhti AK, Mardani E. Relationship between mental health and professional ethics among nursing staff. Q J Med Ethic. 2015;9(31):49-73. [Persian]
[2]Amrahi A, Soltanzadeh V, Esm Hosseini GhR. Teaching ethics of faculty members situation from the viewpoints of nursing students. Educ Strateg Med Sci. 2014;7(4):235-40. [Persian]
[3]Hasanzade Samrin T, Hasanzade MS, Shiri Chelkasari E. Investigating and explaining relationship between work ethic and counterproductive behavior at social security organization in Guilan province. Res Manag Org Res. 2014;4(16):89-107. [Persian]
[4]Farmahini Farahani M, Behnam Jam L. Ethics components in education of faculty members of Shahed University. Ethic Sci Tech. 2012;7(1):48-57. [Persian]
[5]Eweje G, Brunton M. Ethical perceptions of business students in a New Zealand University: Do gender, age and work experience matter?. Bus Ethic. 2010;19(1):95-111.
[6]Arasteh H, Jahed H. Observing ethics in universities and higher education centers: An alternative for improving behaviors. Neshae Elm. 2011;1(2):32-40. [Persian]
[7]Mobashery M, Khosravi Sh, Deris F, Taheri Z, Taji F, Mardanpour E. Characteristics of a good teacher in terms of students of health school in Shahrekord University of Medical Sciences. Res Med Educ. 2011;3(2):1-8. [Persian]
[8]Peyman H, Zarian A, Sadeghifar J, Alizadeh M, Yaghubi M, Yamani N, et al. Characteristics of a capable university teacher from the students' point of view. Iran J Med Educ. 2011;10(5):1131-9. [Persian]
[9]Azizi N. Professional ethics in higher education: A reflection on strategy of improvement of ethical standards in university education. Strategy Cult. 2011;2(8):173-201. [Persian]
[10]Perri DF, Callanan GA, Rotenberry PF, Oehlers PF. Education and training in ethical decision making: comparing context and orientation. Educ Train. 2009;51(1):70-83.
[11]Imanipour M. Ethical principles in education. Iran J Med Ethics Hist Med. 2012;5(6):27-41. [Persian]
[12]Kazempour Z, Ashrafi Rizi H, Taheri B. The attention rate of librarians in Isfahan University of Medical Sciences and Isfahan University to professional ethics based on ethical codes of ranian University librarians. Health Inf Manag. 2012;8(6):795-806. [Persian]
[13]Nemati MA, Mohseni HS. Ethics in higher education, components, requirements and strategies. J Ethic High Educ. 2010;(63):9-46. [Persian]
[14]Morris L, Wood G. A model of organizational ethics education. Eur Bus Rev. 2011;23(3):274-86.
[15]Rotgans JI, Schmidt HG. The role of teachers in facilitating situational interest in an active-learning classroom. Teach Teach Educ. 2011;27(1):37-42.
[16]Talebzadeh Shoshtari L, Pourshafaie H. Attributions of Successful Professors in Promoting Academic Motivation in Birjand University Students. J Res Plan High Educ. 2011;17(2):81-97. [Persian]
[17]Mirmohammadi Meybodi S, Mazlumi SS, Sharifpur Z, Shahbazi H, Mohammadlu A. The characteristics of effective teaching based on viewpoints of shahid Sadoqi University of Medical Sciences. J Med Educ Dev. 2013;5(9):52-62. [Persian]
[18]Sarchami R, Hosseini M. Students view points about priorities in teacher evaluation. Tehran: 5th National Congress on Medical Education; 2002. [Persian]
[19]Zohoori A, Eslaminejad T. Teacher’s effective teaching criteria as viewed by the students of Kerman University of Medical Sciences. J Med Educ. 2004;4(2):65-70.
[20]Motallebifard A, Navehebrahim A, Mohsenzadeh F. Recognizing professional and ethical indicators in University teaching from the perspectives of postgraduate students: A qualitative approach. Ethic Sci Thech. 2012;6(4):9-16. [Persian]
[21]Sobhani Nejad M, Najafi H, Jafari Harandi R, Farmahini Farahani M. Teaching Professional Ethics Components from the Viewpoint of Students; Qom University of Medical Sciences. Educ Strateg Med Sci. 2015;7(6):399-403. [Persian]
[22]Elnemr MA. Professionalism in medical education. Yemen J Med Sci. 2010;4:25-8.
[23]Soltanzadeh V, Amrahi A, Esm Hosseini GhR. Situation of the professional ethics standards of faculty members in the viewpoint of Nursing students. Educ Strateg Med Sci. 2014;7(1):19-23. [Persian]
[24]Pourezzat AA, Gholipour A, Heydari E, Nadirkhanlou S, Saeidinejad M. Antecedents and Outcomes of Non-Academic Behaviors Among University Professors. Iran J Ethic Sci Tech. 2012;7(2):1-14. [Persian]
[25]Aghakahni N, Sharif F, Sharifnia H, Hekmatafshar M, Beheshtipour N, Jamaiy Moghadam N, et al. Survey of Nursing students’ views regarding professors’ adherence to professional ethics in Shiraz University of Medical Sciences. Educ Ethics Nurs. 2013;2(3):27-41. [Persian]
[26]Mirtaheri L, Jamali A, Arasteh H. Studying the basic components of professional ethics among faculty members and comparing with the ideal status. J Train Develop Hum Res. 2015;2(4):101-26. [Persian]