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The Teacher as a Professional: Professional Ethics Within Practice

Miss Josanne Acosta

University of Trinidad and Tobago

EDUC 5010: Fundamentals of Education

Dr. Mala Ramdass

November 10th 2024

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Introduction
Two pertinent questions are put forward by the author, after primarily being asked by a

former lecturer of the UWI in the year 2020. Firstly, is ethical behaviour important for

leaders and workers within the industry and public service sector?” and secondly, “should

ethics be measured by moral standards or societal norms?” (Davis, 2020).

To date, my personal response to the first question is an absolute “yes,” for ethical

behaviour is important for all persons and all workers alike in every stratum of society

worldwide for all-time. As for the second question, I would say that ethics can be measured

by both moral standards and societal norms; provided that both these criterion are positively,

morally and socially acceptable and optimistically aligned; thus my final answer to the

second question is relative and provisional on the nature and type of moral standards and

societal norms held by society, and to what extent are ethical conduct both influenced and

governed by these aspects (Acosta, 2020; Haralambos & Holborn, 2008, Mustapha, 2006).

With that being said, I would like to go further with the discussion on describing the

Teacher as a professional based on professional ethics as directed by firstly the Education Act

of Trinidad and Tobago (2016) and then the National School Code of Conduct (2018) which

is supplemental to the Education Act.

The Teacher as a Professional

“Any person that has acquired professional knowledge in teaching and is able to use

them effectively during the teaching-learning processes is regarded as a professional

teacher” (Umana, 2022, p.255). Professional teachers are seen and regarded as instrumental

tools during the teaching and learning processes and are highly regarded within the education

system and within societies at large, given their expected caring nature and expected ‘duty of

care,’ (TTUTA, n.d.; UNESCO & Education International, 2019).

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However, this is not always the case as sometimes teachers may take short-cuts when

teaching students owing to the lack of resources and the many interruptions to teaching time

that negatively impacts the quality of instruction and by extension the quality of students’

learning (Acosta, 2024; Patriah et al., 2022). Therefore, for such drawbacks to be overcome

there is a need for professional development whereby teachers must firstly learn the

conventions of ‘professional ethics’ in teaching and how it is pragmatically applied within

micro-teaching and micro-learning objectives, strategies, learning activities, learning

outcomes and especially the assessment processes (Wright, 2008).

It is firmly believed that students/trainees/employees and employers alike must

be taught and trained to develop ethical attitudes and behaviours so that it becomes second

nature and for the betterment of the individual, institutions, students and societies at large

(Bandura, 1977; Dessler, 2005; Griseri & Seppala 2010; Meyer, 2017; Mustapha, 2006;

Pettijohn, 2006). Thus, during their early developments, school life and work life, an

established ethical standard must be taught, reiterated and exemplified by individuals and

within various organizations (Haralambos & Holborn, 2008; Pettijohn, 2006; Santrock, 2021;

Mustapha, 2006, 2007; The Education Act, 2016; TTUTA, n.d.; United Nations, 2015 &

UNESCO & Education International, 2019).

For professional ethics to be consistent, ethics must be taught or reiterated and

exemplified correspondingly, typically within the self, the family, religious institutions and

finally the schools before one enters the world of work- vocational, volunteerism or otherwise

(Haralambos & Holborn, 2008; Maxwell, 2020; Mustapha, 2006, 2007). For during any form

of training and schooling, the ethical practices instructed would be embedded within the work

practices and organizational culture to develop strong work ethics for the future (Argris,

2006). It is at the workplace that one can determine via ethical assessments and
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measurements whether the students/trainees/employees and employers alike are guided by

high work ethics within their practices or whether it has been neglected or rejected (Argris,

1995; Cartwright 2002; Haralambos & Holborn, 2008; Santrock, 2021; Steiner & Steiner,

2016).

With that being said, in accordance with Knights, (2016, n.d.) ethical behaviour is

acting in a way that is consistent with one’s own principles and values which are

characterized by constructs such as honesty, fairness, equity and so on, within all

intrapersonal and interpersonal activities, both personally and professionally and by

respecting the dignity, diversity and rights of individuals and groups of people alike (Knights,

2016, n.d.).

Therefore “ethical leadership” in its every capacity entails a leader to possess a high

degree of ethical behaviour in the fulfillment of their roles and responsibilities as directed in

the job specifications and job descriptions of the organization (Knights, 2011, n.d; Knights, &

Wall, 2015). What first sets the job description and then its specification as per discipline is

the Occupational Standards (OS), and this warrants much attention in Trinidad and Tobago

(Acosta, 2019).

Occupational Standards

Industrial analyses and organizational analyses, among others would recommend that

the National Training Agency (NTA) for the development of the occupational standards (OS)

and amendments to its existing OS, include that the rationales for any occupational standard

be based on the strong philosophical, religious, social and humanitarian underpinnings etc.

that are cross-sectional with ethics, and should be widely accepted by all organizations and

populace of a society (Acosta, 2019, 2020; Davis, 2020).

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However, more specifically, in accordance with organizations such as the ILO (2020),

ILO-C (2020), UNESCO (2018) and CANTA (2019), who are affiliates of the NTA on a

regional and international capacity, it is strongly recommended that “ethics” by its definition,

characterization and function become an integral part of all the Occupational Standards that

guides operations among the entire industry and by extension the workforce at large (Acosta,

2019, 2020).

This is essential since the National Training Agency’s website specifically states that

the

“Occupational Standards (OS) define[s] the knowledge, skills and attitudes required
for effective workplace performance. They specify what a person should know and do
in order to carry out the functions of a particular job in the context of the work
environment. Standards are the agreed minimum best practice in an Occupational
Area and take into account all statutory requirements. The NOS have been developed
and endorsed by the local industry, comprising experts in the specific occupational
area. They are used to assess the competency of candidates in the issuance of the
Trinidad & Tobago National Vocational Qualification (NTA, 2019, p.1).

It is viewed that a specific unit in ‘ethics’ is warranted and must be included within all

the listed and intended OS as it speaks directly to upholding the very nature and purpose of

the OS for every discipline or area. Organizational rules and regulations can now be fully

guided by these OS as the necessary ethical considerations will be included within the OS at

the beginning as a unit that must be implemented for guidelines to the entire workforce,

despite its nature and subdivisions (Acosta, 2019, 2020).

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Enforcement of Occupational Standards (OS) Towards Teacher Professionalism

It is reiterated that the development and enforcement of ethics by its definition,

characterization and functions within the OS must be first done (Acosta, 2019; Davis, 2020).

Only then can the OS be given as guidelines for industry and by extension the workforce as

the ethical practices involved within organizational practices will be outlined (Acosta, 2019;

Davis, 2020). To ensure that the OS is followed by industry, enforcement measures must be

developed, implemented, monitored and evaluated by law enforcers (Acosta, 2019; Davis,

2020).

This can be accomplished with the utilization of relevant video analyses and requisite

forms that can be used to assess ethical adherences and ethical developments within the

industries among students/trainees/employees and employers alike (Acosta, 2019, 2020;

Davis, 2020). As for the coordination involved in the implementation, monitoring, and

evaluation of the OS within the Industry, this must be further developed to make certain that

professional ethics are guaranteed by the workforce and are aligned to the laws of the land

(Acosta, 2019, 2020; Davis, 2020).

For as said by Education International and UNESCO (2019, p.2) “teacher

professionalism is not negotiable. Just as we would never want unqualified surgeons

operating on our children, we do not want our young people to be taught by unqualified

teachers.” Since professional ethics is critical, this component is seen as important and

mandatory within teacher training (Maxwell, 2020).

Reinforcing Professional Ethics in Institutions Via Teacher Behaviours and Outputs

As teachers, the power of influencing young minds rests within the quality and output of

the teacher which is exemplified in the workplace and via the quality of the workload

provided (Maxwell, 2020). This goes further and is reflected in the way the Immigration
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Advisers Authority (n.d. p.1) describes professional ethics which is “a set of principles that

guide a person’s behavior in a business setting, and how they relate to clients, collegues, and

the public.” Within practice these are a vital part to teacher professionalism (Maxwell, 2020;

Pettijohn, 2007).

Often codified as a set of rules, professional ethics must be adhered to by all members of

the teaching profession when it comes to student’s data/information, despite their personal

belief systems and though their values may differ. The Teacher’s Education Act (2016) and

the supplemental National School Code of Conduct (2018), provides the necessary guidelines

and principles; formulating a conceptual framework whereby the fundamental principles of

ethics such as integrity, objectivity, professional competence, due diligence and due care,

confidentiality and professional behaviours readily and daily applies (TTUTA, 2024;

Immigration Advisers Authority, n.d.).

Ethics teachings have long since been in existence from the days of Socrates and

Aristotle and are fundamental to the five basic principles of respect, service, justice, honesty

and building community with others (Aristotle, ca. 384-322 BC; DuBrin, 2010 as cited by

Knight, 2016; Northouse, 2013 as cited by Knight, 2016). These virtues are aligned with most

educational and global organizations such as UNESCO (2020) and ILO (2020). However, the

questions and concerns remain on whether ethical behaviours and ethical practices are

systematically and consistently being exemplified by all students/trainees/employees and

employers alike within institutions, organizations, and establishments? And of equal

importance are ethical behaviours systematically assessed and measured on a regular and

timely basis as recommended? And if yes, by what tool? And how valid and reliable are these

instruments and their measures? (Acosta, 2019, 2020; Argris 1995; Knight, 2013, Maxwell,

2020; OECD, 2013; Waynes-Halliday & Misko, 2012; William et al., 2019; Wright, 2008).
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There are many branches of ethics as per discipline, but within recent years the

concern of data or information ethics which applies to all in academia and within all

disciplines. UNESCO since 1997 has forged for this based on factors such as philosophical,

ethical, legal and social underpinnings, along with underlining humanitarian rights

(UNESCO, 2019). For example, freedom of expression, human rights, the rights to an

education, the rights to participate in cultural life and the right to privacy which must all be

considered when instructing or imparting knowledge (UNESCO, 2019).

Teacher Pedagogical Instruction

Despite a specific course in ethics not being offered within the mandatory Bachelor of

Education degree program or the Postgraduate Diploma in Education program at any of the

tertiary level institutions in Trinidad and Tobago, it is assumed and taken for granted that

teachers are ethical upon receiving a teacher’s number and upon being appointed into the

teaching service with the relevant academic qualifications.

As such, it is suggested that to truly know, understand, respect and apply ethics within

educational institutions as guided by the Education Act and Teacher’s Code of Conduct

guidelines, and within the instruction as guided by the respective National Curriculum of

Trinidad and Tobago and the CXC syllabi that not only should the OS be restructured to

include specifically ethics, but also the university programs offerings in all of the disciplines.

Especially within these two critical study areas pertaining to education as it is mandatory for

employment and promotion within the Education system of Trinidad and Tobago at the

primary and secondary levels (Trinidad and Tobago, Ministry of Education, Curriculum

Planning and Development Division, 2019).

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With that in mind, working demonstrations of how ethics daily applies within

instructions whereby the teacher demonstrates and imparts to students the much-needed

parameters of ethics within the lesson’s objectives, teaching strategies, learning activities and

assessment procedures without the students feeling the pressures of having to comply with

the ordeals of conforming to high ethical standards are discussed (Maxwell, 2020).

This on the part of the teacher, is to demonstrate and impart ethical knowledge, attitudes,

and behaviours within practice and on the part of the student, to condition students to

demonstrate ethical knowledge, attitudes, and behaviours within practice. Hence conditioning

teachers’ and students’ ethical knowledge, attitudes, and behaviours rests heavily within the

pedagogical and assessment processes (Elpern 2010; Frey et al., 2019; Gronlund & Waugh,

2009; Grubb, 1996; Mackintosh, 1983; Maxwell, 2020 & Mitchell et al. n.d.)

The Pedagogical-Instructional Process

As part of the pedagogical process data ethics and teacher professionalism applies daily

and must be exemplified within the instructional aspects of curriculum fulfilment via the

lessons (Biesta & Miedema, 2002; Mandinach & Cotto, 2021; Maxwell, 2020). As this time

for students and teachers alike, is the most amount of time spent during the academic year

that offers current, relevant, valid, reliable, and tangible data that shows the tacit knowledge,

attitudinal, behavioural, task performances and competencies of students and by extension

teacher performances (Tomilson & Murphy, 2015). The obtained data are processed utilizing

a valid and reliable formulation of appraisals and assessments and its relevant, valid, and

reliable procedures that continuously takes into consideration data ethics and its procedures

(Mandinach & Cotto, 2021; Tomlinson & Moon 2013).

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Setting Learning Objectives

To guide pedagogical instruction, the first major aspect of effective and ethical

pedagogical instruction involves clearly setting learning objectives. These set the validity of

the pedagogical instruction and includes three domains (Ruhl, 2024). That is, the cognitive

domain where aspects of ethical constructs can be framed for teaching and learning, the

psychomotor domain where aspects of ethical task performances and competencies are best

suited and structured, and finally the affective domain where ethical attitudinal & behavioural

objectives are set to be taught and learnt (Bloom, 1956, 1999; Maxwell, 2020).

Next, based on one’s situation a teaching strategy is chosen, and this can be student-

centered or teacher-centered based on the learning environment, availability of resources and

learner’s needs etc. (Patriah, et al., 2022). Patriah et al. (2022) works indicate that the quality

of instruction is important given any situation. Hence, the teaching strategy selected needs to

be age, content, process, and product/project appropriate based on an educational,

philosophical, social, religious principle for example (Tomilson & Murphy, 2015).

For instance, a teacher-centered approach can be used to introduce students to the

requirements and expectations of constructing and labelling a model of an enslaved plantation

during the 19th century, while a student-centered approach utilizing constructivism can be

used as the teacher’s strategy to structure a student activity that involves constructing and

labelling a model of an enslaved plantation during the 19th century. Based on the learners and

their needs one approach is geared towards students learning by observing while the other

involves a hands-on approach by the students (McLeod & Guy-Evans, 2024). Either way, as

part of ethical development, ethical standards apply for both the teacher and the students.

The resources used for both the teacher strategy and the student activity can be

pragmatic and affordable given the availability of resources (Hargraves, 2021). For example,
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a simple textbook with a depiction of a typical enslaved plantation can be used to stimulate

learning and to offer a visual for learnings to experience provided that the teacher cannot

provide a demonstration. Finally, the model itself, inspired by the picture, can be used as an

assessment for learning and then an assessment of learning (Heick, 2019). This constitutes a

typical depiction of the ethical aspects of effectively aligning learning objectives all the way

to the assessment process as part of teacher professionalism in student developments.

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Table 1

Summary of an Ethical Pedagogical Process

Learning Objectives Teacher Strategies, Student Activities, Assessments

Approach & Approach &

Resources Resources

Cognitive- Display an understanding of the layout of an Instruct Students Write a Report Formal /Summative
enslaved plantation during the 19th century to Write a Report Guided by the
Guided by a Criteria Rubric Report Assessed and
Criteria Rubric Evaluated using the
Rubric
Teacher-Centered
Student-Centered
Demonstrative
Constructivist

Psychomotor Taxonomy- Create a model of a typical Teacher-Centered Student-Centered Formal/Summative

Enslaved plantation using no more than 10 different
types of materials Demonstrative Constructivist Model Assessed and
Evaluated using the
Play a Video of View the Video for Rubric
Someone Creating Inspiration and
a model of an Clarification
Enslaved
Plantation

Instruct Students
to Create a Model
Create One’s Own
Using the Criteria
Model with
Rubric
Justifications Using
the Criteria Rubric

Instruct Students Write Journal Entries Formal/Summative

to Write a Journal of the Task involved
Affective Taxonomy- Demonstrate appreciation for the with the use of a in making the model Assess and Evaluate
value of the arrangement of a typical Enslaved rubric and link it to the Students’ Journal Entries
plantation Content taught Based on the Criteria
Teacher-Centered Rubric
Instruction Student-Centered
Demonstrative
Constructivist

Note: Depiction of an ethical pedagogical process that involves the alignment of the objectives within the cognitive,
psychomotor, and affective domains, followed by the teaching strategies and the student activities and ends with the
assessment of the students’ performances based on the quality of the activities performed.
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Constructs to Assess and Measure as Part of Teacher Professionalism

A construct is an idea, concept or abstraction that has multiple referents, which in

psychology are known as measurable variables. It does not exist as a material entity; it is not

concrete and therefore cannot be touched (Breakwell et al., 2015). Psychologist Piaget (1936)

called this “abstract thinking or reasoning” under the formal operational stage of his theory of

cognitive development (Pettijohhn 2007; Santrock, 2013). Piaget also (1936) disagreed that

the ‘construct of intelligence’ was a fixed trait; instead, he regarded cognitive development as

a process which occurs due to maturation and interaction with the environment as is like the

process of learning ethics and acquiring ethical attitudes and behaviours (Eggen & Kauchak,

2010).

Hence, thus far we can tell that ‘constructs’ such as professional ethics are intangible

and cannot be directly seen by the human eyes. Therefore, it can be difficult to truly measure

a construct and to measure a construct one must firstly understand its classifications as to

determine the best assessment tool/s that could be used to measure the identified construct

(Breakwell et al., 2015). In this case one must view the characterization of ethics which are

realism, subjectivism, emotivism and prescriptivism along with its many elements such as

honesty, integrity, fairness, equity etc. (Knights, n.d.; Knights & Wall 2015).

Observable characteristics of human behaviours as individuals, within groups, on the

jobsite, in the performance of duties and responsibilities etc. are the elements and situations

that can be used to determine the ethical attitudes, behaviours, performances and

competencies of the individual that determines the level of work ethics that is possessed and

upheld (Maxwell, 2020; Williams, et al., 2019).

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Attitudes & Behaviours

While attitudes involve the mind’s predisposition to certain constructs such as ideas,

morales, values and institutions and systems that encompasses ethics and the fostering of

ethics, behaviours on the other hand relates to the actual expression of feelings, actions, or

inactions whether orally and/or through body language (Jhangiani & Tarry, 2014).

Some examples of attitudes are disgust, love, preferences etc. While some examples

of behaviours are avoidant, active involvement, creative etc. (YourDictionary, 2020).

Attitudes and behaviors are said to be aligned when both are positively consistent and when

there are discrepancies found between the two, this is said to be hypocritical and can lead to

unprofessionalism or worst illegal acts (McLeod & Guy-Evans, 2023; Santrock, 2021). For

example, if a Chief Executive Officer (CEO) of a company has an honest attitude and is

regarded to possess integrity but, when it comes to behaviour, the CEO embezzles millions

from the organization on more than two occasions, then this would constitute hypocrisy

(McLeod & Guy-Evans, 2023).

When both attitudes and behaviours are not positively aligned it creates cognitive

dissonance (Festinger, 1957 as cited by McLeod & Guy-Evans, 2023; Santrock, 2021). This

is where teacher training is needed to assist in the development and alignment of ethical

constructs, attitudes, behaviours and work performances, to reduce the cognitive dissonance

experienced when these are not positively aligned (Festinger, 1957 as cited by McLeod &

Guy-Evans, 2023; Stantrock, 2021). Hence performances of ethical constructs and behaviours

are measured within performances.

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Performances

Merriam-Webster (1828) gives several definitions of the word “performance,” to

which it speaks of “the execution of an action, the fulfillment of a claim, promise or request,

the ability to perform, the manner of reacting to a stimulus, the linguistic behaviour [and

body language] of an individual.” Here we see that ‘performance’ speaks to the effectiveness

and efficiency of the combined constructs, attitudes, and behaviours in conducting a task. In

other words, it is the combination of the cognitive, affective, and psychomotor domains in

action (Athanassiou et al, 2003; Bloom, 1999).

Competency

Competencies are a “combination of observable and measurable knowledge, skills,

abilities and personal attributes that contributes to enhanced employee performance and

ultimately result in organizational success” (University of Nebraska, 2020). As such, the

quality of students’/trainees’/employees’ and employer's performances that develop over a

prolonged period inevitably becomes innate to the individual and the organizational culture as

the individual becomes more efficient and effective in task performance and as strong work

ethics further develops (Dessler, 2005; Altman et al., 2013).

Collectively, core competencies such as accountability, adaptability, communication,

customer/quality focus, inclusiveness, leadership, team focus and occupational knowledge/

technology orientation are fostered and further developed on all the levels of competency

within the individual, the workforce, and inevitably within and among industries (University

of Nebraska, 2020; Cripe, 2002).

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Instruments Used to Measure Ethical Constructs

Using credible instruments in a procedural and systematic manner to measure ethical

constructs is the only true way to ensure validity and reliability of the instrument and the

measures that it yields (Gronlund & Waugh, 2009). Most notably are self-report measures

such as the use of journals to measure the cognitive domain, projects/products to measure the

psychomotor domain and behaviour rating scales to measure the affective domain (Bloom

1956; Santrock, 2013; Tomilson, 2017).

Some of the instruments used to measure ethical constructs which can always be

included within Education programs as part of the teaching strategies are not limited to:

1. Personality Questionnaires

2. Aptitude (or ability) test

3. Situational judgment test

4. Diagrammatic reasoning assessment

5. Numeral reasoning assessment

6. Critical thinking test

7. Verbal reasoning test

8. Inductive reasoning assessment

The most recent tool that can be effective in construct measurement was developed by

Reynolds & Kamphaus (2015) named the “Behaviour Assessment System for Children” and

is also referred to as “BASC-3.” This assessment can also be utilized when assessing ethical

constructs as it considers students’ constructs such as anxiety, depression, attention and

learning problems etc. via a series of rating scales from several sources which ensures

reliability of the results. This is important in Teachers ethically referring students to the

guidance counselors for further assistance.

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Table 2

Examples of Behaviour Measurement Tools and the Validity and Reliability of Measures

Measurement Tools Validity Measures Reliability Measures

Behaviour Rating Scale Measurement, Face and Internal Consistency & Inter-rater
Internal validity based on Reliability
Consequence Evidence

Teacher Rating Scale Measurement, Face and Internal Consistency & Inter-rater
Internal validity based on Reliability
Construct-Related Evidence
and/or Criterion-related
evidence

Parent Rating Scale Measurement, Face, Internal Internal Consistency & Inter-rater
and external validity based on Reliability
criterion-related, construct-
related and consequences
evidence

Measurement, Face, Internal

and External Validity based
Self-Report of Personality
on content-related, criterion-
Internal Consistency
related, construct-related and
consequences evidence

Measurement, Face, Internal

and External Validity based
on content-related, criterion-
Student Observation System related, construct-related and
consequences evidence Parallel Forms Reliability

Measurement, Face, Internal

and External Validity based
on content-related, criterion- Criterion- Referenced Mastery/
related, construct-related and Consistency Over Time
consequences evidence
Structured Development History

Face, Measurement, Internal

Culture and Diversity Measurement Split-half Reliability
and External Validity

Adapted: Components of Reynolds & Kamphaus (2015) “BASC-3, Behaviour Assessment System for Children as adapted by.
BMH Learning, (2023). The behavior assessment system for children BASC-3 ADHD assessments. [Video]. YouTube.
https://youtu.be/iydiyUlIIFU?si=aalhJic2CU03b0c6 & Gronlund N.E. & Waugh, C.K. (2009). Assessment of Student
Achievement (9th e.d.). Pearson.
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Validity and Reliability of Ethical Constructs and Its Measurement

It is reiterated that as Table 1 depicts there must be the inclusion of validity and

reliability measures within all measurement instruments to ensure the accuracy and

consistency of not only the measurement tools but of equal importance, the accuracy and

consistency of the results of the ethical attitudes and behaviours measured as to ensure that

teacher professionalism is maintained via ethical practices.

Though there are many types of validity and reliability, construct validity and

reliability are seen as the most applicable and decisive. This refers to how well a test or tool

measures the ethical construct that it was designed to measure, and there are two aspects to

construct validity and reliability, the first, “convergent validity and reliability” which shows

measures of constructs that should be theoretically related (Gronlund & Waugh, 2009). While

the second “discriminant validity and reliability” shows constructs that are not supposed to

have a relationship in fact do not have a relationship (Gronlund & Waugh, 2009).

Ethical Assessment, Measurement, Evaluation and Reporting Process

Measurements of psychological and educational constructs within learning institutions

and organizations are particularly important aspects of the teaching/training and learning

process. Most notably is the fact that since ‘constructs’ are abstract, to measure their

components or attributes among students/trainees/employees, educators and employers alike

must be able to elicit their student’s/trainee’s/employee’s thoughts and feelings. Hence there

is a viable need for valid and reliable instruments and procedures for the measurement of

psychological and educational ‘constructs,’ which can be determined by the students,’

trainees and employees’ attitudes, behaviours, performances, and competencies (Smith,

1987).
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According to Du Bois (1970) measurement theory as a discipline began to take its

roots in the realm of academia during the 1930’s. In 1941 the journal “Educational and

Psychological Measurement” was founded and E.L. Thorndike in 1904 wrote the very first

textbook in measurement theory entitled “An Introduction to the Theory of Mental and Social

Measurements,” which became the baseline for many other works on the topic of

psychological and educational measurement and is much needed regarding workforce

development (Wynes-Halliday & Misko 2012; SCANS, 2018).

With the use of a scoring rubric the measurement process is made objective and ethical

as students are marked in accordance with some criteria. While a grading scheme is used to

award an appropriate letter or number grade reflective of the students’ performances as the

scores suggests.

The final area of an ethical assessment process of students’ performances is the

reporting of grades and routines. It is the teacher’s responsibility to communicate to parents

the truth about their children. As part of a ‘duty of care’ the truths of students must be

revealed to parents so necessary actions for further improvements can be taken at the earliest

for the students’ well-being. As part of data ethics all the students’ records must be secured

and this includes all documents entailing the students’ information, such as anecdotal records,

test scripts, marks/scores, reports etc (Blasi, 2011).

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Table 3

Summary of the Formative Assessment Process

Assessment Measurement Tool Evaluation Feedback Data Ethics

Construct and Administer Rubric Pass/Fail Provide Timely Adhere to data

Activity Based on Fulfillment Feedback to ethics
of Learning Objectives Good/Bad Students on technique
performances throughout
Adequate/Inadequate
the entire
formative
assessment
process

Note: Depiction of an ethical formative assessment process

The assessment process for a formative assessment that ensures to follow the

conventions of data ethics also referred to as information ethics, is simplified and conveyed

in Table 3. The main ethical concern after constructing and administering an ethical test

within an ethical testing- environment is this process of providing valid and reliable feedback

of students results to the students within a timely manner. Due to the many interruptions to

school life this can often be difficult at times (Acosta, 2024).

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Table 4

Summary of a Summative Assessment Process

Assessment Measurement Evaluation Reporting Data Ethics

Procedure

Construct test-scripts based on Use Rubric as a Use a Provide timely Ensure that
content covered for the term or guide and a marking feedback to all data ethics
academic year. calculator for the scheme to parents and protocols are
tabulation of final award a letter students on the adhered to
awarded marks grade or a students’ regarding the
number grade attitudinal, test scripts
Ensure that the test
environment is conducive for behavioural and the
students to perform and and task students'
complete the test performances information

Note: Depiction of an ethical summative assessment process

Similar to the conventions of the formative assessment process, the summative

assessment process also ensures to follow the conventions of data ethics also referred to as

information ethics, as simplified and conveyed in Table 4. The main ethical concern after

constructing and administering an ethical test within an ethical testing- environment in this

instance is this process of providing valid and reliable feedback of students results to the

students and parents with integrity and honesty and within a timely manner. Due to the many

interruptions to school life this can often be difficult at times (Acosta, 2024).
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Despite teachers creating effective pedagogical instruction and assessments as part of

professionalism, the question and concern remains on whether the attitudes, behaviours and

practices are indeed ethical and are systematically and consistently being exemplified by all

teachers and employers alike within institutions, organizations and establishments, and are

ethical behaviours systematically being assessed and measured on a regular and timely basis

as recommended within the educational system? (Argris, 1995; Knights, 2016, n.d.; Knight &

Wall 2015; Maxwell 2020; Williams et al., 2019). Which brings us to teacher appraisals as

part of teacher professionalism and professional development.

Teacher Appraisals

Williams et al. (2019) have indicated the importance of clinical supervision and its

importance to teacher professionalism. Williams et al. (2019) found that though time

consuming, if done regularly to assess the teachers’ performance, there was a direct

improvement to instruction under clinical supervision. This can be formal or informal and

relates to assessing, measuring, and reporting of teacher’s knowledge, attitude, behaviours

and performances on the job (Maxwell, 2020; Williams, et. al., 2019). At the end of the year,

a staff report is done and based on the teachers’ scores, recommendations are made by the

principal for incremental increases to the teachers’ salary, which is a noteworthy incentive

given that most teachers buy their own resources. The specific forms that exist for teacher

appraisals are not found on the Trinidad and Tobago Ministry of Education website, and

given the age of technology, it is recommended that it be placed so teachers could use them

for practice and for their personal goals of professionalism and professional development

(OECD, 2013).
 23

Students’ Collective Compliance

The process of the teacher as a professional rest also within the roles, responsibilities

and functions of the students. From a functionalist and interactionist perspective, the students

must ethically comply with rules, regulations and class instructions given regarding work

related tasks, as obedience to instructions is the key to learning, once clearly and ethically

stated.

Hence, like the teachers, upon registration in schools and upon entering a job site a

student/trainee/employee manual or the National School Code of Conduct must be

respectfully provided with the rules, regulations, expectations, and grievance procedures

which all lean towards being respectful, professional, and ethical in all matters (MOE, 2018).

This is crucial because it conveys from the onset what is expected of the students and thereby

reduces uncertainty. Students are ethically taught from the onset the importance of rules,

regulations, and their ethical compliance, which is a great start to ethical practices.

Most importantly, is the compliance of the rules and regulations by the students for the

professional, legal and ethical functioning of the school system and by extension of the

education system as a whole unit within society as a medium of positive reinforcement of

constructs such as values, ethics, morales etc. and as a socialization unit (Haralambos &

Holborn, 2008; Mustapha, 2006, 2007).

 24

Conclusion

In conclusion, ethics applies to the transferability and application of the ‘practice makes

perfect’ paradigm. Though some might adopt the old Shakespeare (1649) saying of "better

said than done.” Nonetheless, as the global framework of professional teaching standards

states, ethics must be included within the OS, Bachelor's in Education and Postgraduate

Diploma in Education programs as a mandatory unit to set the foundation for ethical practices

(Acosta, 2019; Luthans, et al.; Ohlin, 2017). Additionally, all the components of pedagogical

instruction and assessment procedures combine to form part of a working system that

functions with the teachers and students as key determinants of success, and this must be

sought and looked after to ensure favourable outcomes (Haralambos & Holborn, 2008;

Maxwell, 2020; Williams et al., 2019).

When these guidelines of professional ethics are coherently and consistently adhered to,

regularly exhibited and appraised successfully, then teacher professionalism is said to be in

high regard. Based on this factor, the teacher can be seen and regarded as a professional in

the realms of academia (Fareo, 2002 as cited by Umana & Ojong 2022).
 25

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