TEACHER'S CODES OF CONDUCT ACROSS NATIONS

Code of ethics/code of conduct

The term code of ethics and code of conduct have been used interchangeably by teachers and organizations. However the difference between the terms ethics and conduct and as a result how codes are written. Ethics may refer to truth, justice, honesty, right and fairness, with more specific definition of ethics is stated as a principle of right and wrong conduct and decision (Moss, 2006).

Banks (2003) explain that a code of conduct is usually a written document produced by a professional association, occupational regulatory body or other professional boy with the stated aim of guiding the practitioners who are members, protecting service users and safeguarding the reputation of the profession.

Code of Ethics for Teachers, the term ethics refers to the relationships that exist between the teacher and his students both in the classroom and outside of the classroom. It also connotes the behavioral pattern among the teachers, students and the community at large. It constitutes a set of rules and regulations which directly or indirectly guides the practice of teaching (Ward, P. 2007).

OBJECTIVES OF CODE OF CONDUCT IN EDUCATION

1. To guide and support education practitioners by providing guidance to members of the profession on how to make ethical decisions based on ethical awareness and reasoning. Helping members of the education profession solve some of the ethical dilemmas they are confronted with. Stipulating explicit professional rules that can guide teachers in their everyday activities.

2. Protecting pupils and teachers from harm, discrimination, harassment and humiliation. Maintaining with integrity, teachers position of trust and authority vis-à-vis their students without abusing that authority position of power as well as stipulating the rights of teachers and improving working conditions

3. To achieve and maintain a high degree of professionalism of the education profession by upholding the honour, dignity, self-esteem and reputation of teachers, enhancing the efficiency of service and professional commitment of teachers and promoting a sense of professional among teachers.

4. Promoting public trust in and supporting for the education profession by, emphasizing the social responsibility and public accountability of the profession towards pupils, parents and beyond the classroom to the community at large and to establish the conditions conducive to the best possible professional service.

A: SOUTHAFRICA TEACHERS CODES OF CONDUCTS

Teacher codes of conduct in south Africa is adjusted by South African Council for Educators(SACE) to oversee teachers moral and professionalism and this codes applies to registered or provisionally registered with the SACE African Council for Educators must abide with the prescribed code

1.1 Acknowledge the noble calling of their profession to educate and train the learnersof our country;

1.2 acknowledge that the attitude, dedication, self-discipline, ideals, training and conduct of the teaching

profession determine the quality of education in this country;

1.3 Acknowledge, uphold and promote basic human rights, as embodied in the Constitution of South Africa;

1.4 Commit them therefore to do all within their power, in the exercising of their professional duties, to act in accordance with the ideals of their profession, asexpressed in this Code; and

1.5 act in a proper and becoming way such that their behaviour does not bring theteaching profession

into disrepute.

CONDUCT: THE EDUCATOR AND THE LEARNER

2. An educator:

2.1 Respects the dignity, beliefs and constitutional rights of learners and in particularchildren, which

includes the right to privacy and confidentiality;

2.2 Acknowledges the uniqueness, individuality, and specific needs of each learner, guiding and encouraging each to realise his or her potentialities;

2.3 Strives to enable learners to develop a set of values consistent with the fundamentalrights contained

in the Constitution of South Africa;

2.4 Exercises authority with compassion;

2.5 Avoids any form of humiliation, and refrains from any form of abuse, physical or psychological;

2.6 Refrains from improper physical contact with learners;

2.7 Refrains from any form of sexual harassment (physical or otherwise) of learners;

2.8 Refrains from any form of sexual relationship with learners at any school;

2.9 Uses appropriate language and behaviour in his or her interaction with learners, andacts in such a

way as to elicit respect from the learners;

2.10 Takes reasonable steps to ensure the safety of the learner;

2.11 Does not abuse the position he or she holds for financial, political or personal gain;

2.12 Is not negligent or indolent in the performance of his or her professional duties; and

2.13 Recognises, where appropriate, learners as partners in education.

CONDUCT: THE EDUCATOR AND THE PARENT

An educator, where appropriate:

3.1 Recognises the parents as partners in education, and promotes a harmonious relationshipwith them;

and

3.2 does what is practically possible to keep parents adequately and timeouslyinformed about the well-

being and progress of the learner.

CONDUCT:THE EDUCATOR AND THE COMMUNITY

4. An educator:

4.1 recognises that an educational institution serves the community, and thereforeacknowledges that

there will be differing customs, codes and beliefs in the community; and

5.2 conducts him/herself in a manner that does not show disrespect to the values, customsand norms of

the community.

CONDUCT: THE EDUCATOR AND HIS OR HER COLLEAGUES

An educator:

6.1 refrains from undermining the status and authority of his or her colleagues;

6.2 respects the various responsibilities assigned to colleagues and the authority thatarises therefrom, to

ensure the smooth running of the educational institution;

6.3 uses proper procedures to address issues of professional incompetence or misbehaviour;

6.4 promotes gender equality and refrains from sexual harassment (physical or otherwise) of his or her

colleagues;

6.5 uses appropriate language and behaviour in his or her interactions with colleagues;

6.6 avoids any form of humiliation, and refrains from any form of abuse (physical or otherwise) towards

colleagues.

CONDUCT: THE EDUCATOR AND THE PROFESSION

7. An educator:

7.1 acknowledges that the exercising of his or her professional duties occurs within acontext requiring

co-operation with and support of colleagues;

7.2 behaves in a way that enhances the dignity and status of the teaching profession andthat does not

bring the profession into disrepute;

7.3 keeps abreast of educational trends and developments;

7.4 promotes the ongoing development of teaching as a profession;

7.5 accepts that he or she has a professional obligation towards the education andinduction into the

profession of new members of the teaching profession.

CONDUCT: THE EDUCATOR AND HIS OR HER EMPLOYER

8. An educator:

8.1 recognises the employer as a partner in education;

8.2 acknowledges that certain responsibilities and authorities are vested in the employerthrough

legislation, and serves his or her employer to the best of his or her ability;

8.3 refrains from discussing confidential and official matters with unauthorized persons.

CONDUCT: THE EDUCATOR AND THE COUNCIL

9. An educator:

9.1 makes every effort to familiarize him/herself and his/her colleagues with the provisionsof the Code;

9.2 complies with the provisions of this Code;

9.3 discloses all relevant information to the Council;

9.4 informs Council and/or relevant authorities of alleged or apparent breaches of theCode within his/her

knowledge;

CODE OF PROFESSIONAL ETHICS 4

9.5 co-operates with the Council to the best of his or her ability; and

9.6 accepts and complies with the procedures and requirements of the Council, includingbut not limited

the Registration Procedures, the Disciplinary Procedures ofthe Council and the payment of compulsory

fees.

B: ENGLAND TEACHERS CODES OF CONDUCTS

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Part One: Teaching

A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respectset goals that stretch and challenge pupils of all backgrounds, abilities and dispositionsdemonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupilsbe accountable for pupils attainment, progress and outcomes be aware of pupilscapabilities and their prior knowledge, and plan teaching to build on theseguide pupils to reflect on the progress they have made and their emerging needsdemonstrate knowledge and understanding of how pupils learn and how this impacts on teachingencourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledgehave a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils¡¦ interest in the subject, and address misunderstandingsdemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers specialist subjectif teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquiredreflect systematically on the effectiveness of lessons and approaches to teachingcontribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupilsknow when and how to differentiate appropriately, using approaches which enable pupils to be taught effectivelyhave a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome thesedemonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of developmenthave a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessmentknow and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirementsmake use of formative and summative assessment to secure pupils progressuse relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environmenthave clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the schools behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfill wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist supportdeploy support staff effectivelytake responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleaguescommunicate effectively with parents with regard to pupils achievements and well-being.

Part Two: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teachers career.

1.Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teachers professional position having regard for the need to safeguard pupils well-being, in accordance with statutory provisionsshowing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law.

2. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

3.Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

C: TEACHERS CODES OF CONDUCTS OF BOTSWANA

Teachers codes of conducts in Botswana is being given mandate to the Teachers Council of Botswana sets out the following standards that apply to all registered teachers regardless of their position.

1. Professional Values and Relationships

Teachers should:

1.1. be caring, fair and committed to the best interests of the pupils/students entrusted to their care, and seek to motivate, inspire and celebrate effort and success

1.2. acknowledge and respect the uniqueness, individuality and specific needs of pupils/ students and promote their holistic development

1.3. be committed to equality and inclusion and to respecting and accommodating diversity including those differences arising from gender, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, membership of the Traveller community and socio-economic status, and any further grounds as may be referenced in equality legislation in the future.

1.4. seek to develop positive relationships with pupils/students, colleagues, parents, school management and others in the school community, that are characterized by professional integrity and judgement

1.5. work to establish and maintain a culture of mutual trust and respect in their schools.

2. Professional Integrity

Teachers should:

2.1. act with honesty and integrity in all aspectsof their work

2.2. respect the privacy of others and the confidentiality of information gained in thecourse of professional practice, unless a legal imperative requires disclosure or there isa legitimate concern for the wellbeing of anindividual

2.3. represent themselves, their professional status, qualifications and experience honestly

2.4. use their name/names as set out in theRegister of Teachers, in the course of their professional duties

2.5. avoid conflict between their professional work and private interests which could reasonably be deemed to impact negatively onpupils/students.

3. Professional Conduct

Teachers should:

3.1. uphold the reputation and standing of theprofession

3.2. take all reasonable steps in relation to the careof pupils/students under their supervision, so as to

ensure their safety and welfare

3.3. work within the framework of relevantlegislation and regulations

3.4. comply with agreed national and schoolpolicies, procedures and guidelines which aim to

promote pupil/student education and welfare andchild protection

3.5. report, where appropriate, incidents ormatters which impact on pupil/student welfare

3.6. communicate effectively with pupils/students, colleagues, parents, school management and others in

the school community in a manner thatis professional, collaborative and supportive, and based on trust

and respect

3.7. ensure that any communication with pupils/students, colleagues, parents, school management

and others is appropriate, including communication via electronic media, such as e-mail, texting and

social networking sites

3.8. ensure that they do not knowingly access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or other format

3.9. ensure that they do not knowingly access, download or otherwise have in their possession, illicit materials/images in electronic or otherformat

3.10 ensure that they do not practise while under the influence of any substance which impairs their

fitness to teach.

4. Professional Practice

Teachers should:

4.1. Maintain high standards of practice inrelation to pupil/student learning, planning, monitoring, assessing, reporting and providing feedback

4.2. Apply their knowledge and experience in facilitating pupils’/students’ holistic development

4.3. Plan and communicate clear, challenging andachievable expectations for pupils/students

4.4. Create an environment where pupils/students can become active agents in thelearning process and

develop lifelong learningskills

4.5. Develop teaching, learning and assessmentstrategies that support differentiated learning

in a way that respects the dignity of all pupils/students

4.6. Inform their professional judgement andpractice by engaging with, and reflecting on, pupil/student

development, learning theory, pedagogy, curriculum development, ethical practice, educational policy

and legislation

4.7. In a context of mutual respect, be open andresponsive to constructive feedback regarding

their practice and, if necessary, seek appropriatesupport, advice and guidance

5. Professional Development

Teachers should:

5.1. Take personal responsibility for sustaining and improving the quality of their professional practice by:

2.actively maintaining their professional knowledge and understanding to ensure it is current reflecting on and critically evaluating their professional practice, in light of their professional knowledge base availing of opportunities for career-long professional development.

6. Professional Collegiality andCollaboration

Teachers should:

6.1. Work with teaching colleagues and student teachers in the interests of sharing, developing and supporting good practice and maintaining the highest quality of educational experiences for pupils/students

6.2. Work in a collaborative manner withpupils/students, parents/guardians, school management, other members of staff, relevant professionals and the wider school community,as appropriate, in seeking to effectively meet then eeds of pupils/students

6.3. cooperate with the Inspectorate of theDepartment of Education and Skills and other statutory and public non-statutory educational and support services, as appropriate

6.4. engage with the planning, implementationand evaluation of curriculum at classroom andschool level.

D. AMERICA CODE OF ETHICS FOR EDUCATORS

This Code of Ethics for Educators in America is beingAssociation of American Educators (AAE ) and by the distinguished Federal Education Advisory Board and by the Executive Committee of AAE.

Code of Ethics for Educators in America it contains four basic principles relating to the rights of students and educators.

OVERVIEW

The professional educator strives to create a learning environment that nurtures to fulfillment the potential of all students. The professional educator acts with conscientious effort to exemplify the highest ethical standards. The professional educator responsibly accepts that every child has a right to an uninterrupted education free from strikes or any other work stoppage tactics.

PRINCIPLE I: Ethical Conduct toward Students

The professional educator accepts personal responsibility for teaching students character qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices. We strongly affirm parents as the primary moral educators of their children. Nevertheless, we believe all educators are obligated to help foster civic virtues such as integrity, diligence, responsibility, cooperation, loyalty, fidelity, and respect-for the law, for human life, for others, and for self.

The professional educator, in accepting his or her position of public trust, measures success not only by the progress of each student toward realization of his or her personal potential, but also as a citizen of the greater community of the republic.

1. The professional educator deals considerately and justly with each student, and seeks to resolve problems, including discipline, according to law and school policy.

2. The professional educator does not intentionally expose the student to disparagement.
3. The professional educator does not reveal confidential information concerning students, unless required by law.

4. The professional educator makes a constructive effort to protect the student from conditions detrimental to learning, health, or safety.

5. The professional educator endeavors to present facts without distortion, bias, or personal prejudice.

PRINCIPLE II: Ethical Conduct toward Practices and Performance

The professional educator assumes responsibility and accountability for his or her performance and continually strives to demonstrate competence.
The professional educator endeavors to maintain the dignity of the profession by respecting and obeying the law, and by demonstrating personal integrity.
1. The professional educator applies for, accepts, or assigns a position or a responsibility on the basis of professional qualifications, and adheres to the terms of a contract or appointment.
2. The professional educator maintains sound mental health, physical stamina, and social prudence necessary to perform the duties of any professional assignment.
3. The professional educator continues professional growth.
4. The professional educator complies with written local school policies and applicable laws and regulations that are not in conflict with this code of ethics.
5. The professional educator does not intentionally misrepresent official policies of the school or educational organizations, and clearly distinguishes those views from his or her own personal opinions.
6. The professional educator honestly accounts for all funds committed to his or her charge.
7. The professional educator does not use institutional or professional privileges for personal or partisan advantage.

PRINCIPLE III: Ethical Conduct toward Professional Colleagues

The professional educator, in exemplifying ethical relations with colleagues, accords just and equitable treatment to all members of the profession.

1. The professional educator does not reveal confidential information concerning colleagues unless required by law.

2. The professional educator does not willfully make false statements about a colleague or the school system.
3. The professional educator does not interfere with a colleague's freedom of choice, and works to eliminate coercion that forces educators to support actions and ideologies that violate individual professional integrity.

PRINCIPLE IV: Ethical Conduct toward Parents and Community

The professional educator pledges to protect public sovereignty over public education and private control of private education.
The professional educator recognizes that quality education is the common goal of the public, boards of education, and educators, and that a cooperative effort is essential among these groups to attain that goal.
1. The professional educator makes concerted efforts to communicate to parents all information that should be revealed in the interest of the student.
2. The professional educator endeavors to understand and respect the values and traditions of the diverse cultures represented in the community and in his or her classroom.
3. The professional educator manifests a positive and active role in school/community relations.

E: CODE OF ETHICS FOR EDUCATORS IN NIGERIA

The code of ethics in the teaching profession in Nigeria is fashioned after the UNESCO/ILO recommended codes of conduct. The ethics demand as follow:

• Teaching should be professionalized and teachers must have undertaken some approved courses appropriate for teacher preparation before being employed.

• Teachers should be disciplined and there should be sanctions and penalties for misbehavior. To this end a Teacher Disciplinary Committee and a Teacher Investigating Panel had been provided for by TRCN.

• Teachers should enjoy academic freedom particularly in - deciding what to teach, materials to use and the appropriate methodology.

• Teachers assessment should be objectively done and there should be right of appeal against such assessment.

• The relationship among teacher and between teachers and parents should be that of mutual cooperation.

• Teachers should strive to ensure high professionals standards.

• Teachers should show allegiance to the profession body such as NUT.

• Teachers should take active part in extra-curricular activities for the benefit of their pupils.

• Teachers should maintain cordiality with administrative and other staffers in the schools for good working relationship.

• Teachers should participate in social and public life of the community in the interest of teachers personal development and for them to be socially relevant.

• Teachers should also be free to exercise their civic rights and be eligible for public office.

• Teachers should not show any form of discrimination in their operation in or out of school.

• Teachers should not engage in any form of defamation of to colleagues.

• It is unethical for a teacher to engage in taunting or using dubious means such as deception or misinformation to take away clients and learners from colleagues.

• Teacher should respect child’s right and dignity with outany Prejudice to sex, race colour, creed or religion.

• The teachers should also ensure confidentiality of personal information and other records of the learner disclosed to him.

• The teachers should have a right to fair remuneration but should avoid over-pricing of services. –

• It is against the ethics of the teaching profession to sexually harass a learner.

• Teachers should not be involved in any form of examination malpractices.

• It is against the ethics of teaching for teacher to engage in cultism, bribery and corruption.

• It is unethical for a teacher to give corporal punishment unless duel authorized to do so.

• Teachers are also barred from influencing the learners ideologically.

• It is ethical for teachers to respect contractual obligations and the rule of law.

F: CODE OF ETHICS FOR EDUCATORS IN KENYA

PART II – REQUIREMENTS

Compliance

4.(1) Every teacher has the responsibility to comply with the provisions of this Code.

(2)All teachers shall in addition, comply with the provisions of the General Leadership and Integrity

Code set out in Part II of the Act.

(3) The General Leadership and Integrity Code in (2)above shall form part of this Code.

(4)All teachers shall abide by the guiding principles of Leadership and Integrity set out under Chapter Six of the Constitution of Kenya (2010).

Rule of Law

5. (1) A teacher shall respect and abide by the Constitution and the law.(2) A teacher shall carry out the duties of his/her office in accordance with the law.

Public Trust

6. A teacher’s position is of public trust and the authority and responsibility vested in his/her office shall be exercised in the best interest of the learners, institution and members of the public.

Fundamental Rights and Freedoms

7. (1) A teacher shall comply with the provisions of Chapter Four of the Constitution on the Bill of Rights.

(2)Notwithstanding the generality of the provisions in Sub-Clause (1) above, teacher shall not discriminate directly or indirectly against any person on any ground including, race, sex, pregnancy, marital status, health status, ethnic or social origin, colour, age, disability, religion, conscience, belief, culture, dress, language or birth.

Nepotism/Favoritism

8. Ateacher shall not practice nepotism, favoritism, tribalism, cronyism, religious bias or engage in corrupt or unethical practices.

Duty to Protect Children

9. (1) Ateacher shall be entrusted with the duty of care of a child, including a child with special needs and shall ensure the child is protected from abuse, neglect, harmful cultural practices, all forms of violence, discrimination, in human treatment, corporal punishment and exposure to hazardous or exploitative labour.

(2) A teacher shall not deny learning materials and/or remedial teaching services to a learner on account of their natural abilities.

Integrity

10.(1) A teacher shall carry out his/her duties with honesty and impartiality and shall not allow family, social, political or other relationships to influence his/her conduct or judgment.

(2) A teacher shall not use or lend the prestige of his/her office to advance his/her private interest or those of others. He/she shall not knowingly convey or permit others to convey the impression that anyone is in a special position to influence him/her.

(3) A teacher shall neither use his/her office to unlawfully or wrongfully enrich himself or any other person nor accept a personal loan or benefit which may compromise him/her in carrying out the assigned duties.

(4)A teacher shall not misappropriate public funds.

Conduct of Duties

11. A teacher’s assigned duties shall take precedence over all his/her other activities. In the performance of these duties, the following standards shall apply;

(1) Maintenance of professional competence;

(2) Adherence to the provisions of the Code of Regulations for Teachers and this Code;

(3) Patience, dignity, and courtesy to all stakeholders with whom he/she deals with in an official capacity;

(4) Prompt, efficient, lawful, reasonable and procedural fairness in the execution of responsibilities;

(5) Demonstration of honesty and impartiality in the conduct of public affairs;

(6) Non engagement in activities that amount to abuse of office;

(7) Accuracy and honesty in representation of information to the public;

(8) Non engagement in wrongful conduct in furtherance of personal benefit;

(9) Prudent management of public resources;

(10) Maintenance of proper official records.

Professionalism

12. (1) A teacher shall ensure that his/her private and public conduct upholds the dignity and integrity of the teaching service.

(2) A teacher shall, at all times, be of good conduct whether or not on official duty and shall, in particular:-

(a) maintain a neat and decent standard of dressing which befits the dignity and image of the teaching service;

(b) ensure that his/her appearance and personal hygiene is not offensive to workmates or those they serve;

(d) not be absent from duty without proper authorization or reasonable cause;

(e) develop and maintain relevant professional records to enhance efficient and competent perfomance of duty;

(f) perform his/her duties in an efficient and competent manner;

(g) exercise diligence, care and attention and seek to achieve high standards of professionalism in the delivery of services;

(h) practice and promote adherence to merit in appointments to any position in the Commission with guiding principles being qualifications, merit, competence and experience; and

(i) seek to contribute and enhance the standards of performance and level of professionalism in the teaching service.

(3) A teacher shall actively and personally promote a culture in the teaching service that aims at providing fast, friendly, responsive and efficient service and shall be courteous to all persons in the provision of such service.

(4) A teacher shall carry out his/her official duties in a manner that inspires public confidence and integrity of his/her office;

(5) In addition, a teacher who is a member of another professional body shall adhere, observe, and subscribe to the ethical and professional requirements of that body.

Conflict of Interest

13.(1)A teacher shall avoid being in a position in which his/her personal interests conflict with his/her duties.

(2) A teacher shall neither participate in any tendering process where his/her personal/proprietary interests conflict with his/her duties and shall not award tenders to self, spouse, relatives, business associate nor be involved in bid-rigging.

(3) A teacher shall disqualify himself/herself from any matter where his/her impartiality might reasonably be questioned including but not limited to instances in which:-

(a) he/she has a personal bias, prejudice or interest over the subject matter.

(b) He/she or his/her family or a close connection has a financial or any other interest that could substantially affect the outcome of the matter in issue; or

(c) He/she, or his/her spouse, or a person related to either of them or the spouse of such a person or a friend or a business associate is a party to the matter in issue;

(4) If any teacher is present at a meeting or any committee at which any matter is the subject of consideration and in which matter the person, the person’s spouse, relative or business associate is directly or indirectly interested in a private capacity, that person shall as soon as is practicable after the commencement of the meeting, declare such interest and shall not take part in any consideration, discussion or proceedings touching on the matter in question.

(5) Notwithstanding clause (4) above, in cases where a teacher has a prior knowledge of the existence of personal interest in the matter, such a teacher shall declare his/her interest using the prescribed form to the relevant authority and refrain from participation in the deliberations with respect to the matter.

Confidentiality

14. (1) A teacher shall ensure that confidential information or documents entrusted to his/her care are adequately protected from improper or inadvertent disclosure.

(2) A teacher shall follow the Commission’s and/or employer’s Regulations, procedures and directives for safeguarding information and documents and shall not disclose any information in contravention of such Regulations, procedures and directives.

Care of Public/Institutional Property

15. (1) A teacher shall take all reasonable steps to ensure that public and/or Institutional property in his/her custody, possession, or control is taken care ofand is in good condition.

(2)A teacher shall not use public and/or Institutional property, funds or resources at his/her disposal for activities that are not related to his/her official work.

(3) A teacher shall surrender to the issuing authority all public and/or Institutional property in his/her custody, possession, or control at the expiry of his/her appointment or upon transfer to another station.

16. (1) A teacher shall maintain political neutrality at all times and shall not act in a manner that may compromise or be perceived to compromise his/her neutrality.

(2) Regardless of his/her political views, teacher shall serve impartially with loyalty, honesty and objectivity.

(3) A teacher shall not:-

(a) act as an agent for, or further the interests of a political party or candidate in an election;

(b) manifest support for or opposition to any political party or candidate in an election;

(c) engage in any political activity or campaigns that may compromise or be seen to compromise the dignity of his/her office; or

(d) use public and/or institutional resources for the furtherance of any project for the purpose of

supporting a candidate or political party.

(4) A teacher who intends to contest an election shallret ire and/or resign, as the case may be from service at least six months before the date of election.

Improper Enrichment

17. (1) A teacher shall not use his/her office to improperly enrich himself or others.

(2) Without limiting the generality of Sub-Clause (1),a teacher shall:-

(a) neither ask for, nor accept any property or benefit of any kind, for himself or for any person, on account of anything to be done, done or omitted to be done, by him/her in the discharge of his/her duties or by virtue of his/her official position;

(b) not either directly or through family members, solicit or accept any gifts, gratuity, hospitality, free passages or favours from any person or anybody corporate or unincorporated that might reasonably be thought to influence, or intended to influence, him/her in the performance of his/her duties.

(3) Where a gift or donation of the nature specified in Sub-Clause 2 is given without the knowledge of the teacher or it would be offensive to custom or good public relations to refuse the gift, such a teacher may accept the gift provided that such acceptance shall not unduly influence his/her decision in the performance of his/her duty.

(4) Notwithstanding any other provisions of this Clause to the contrary, but subject to Section 14(2) of the General Leadership and Integrity Code, a teacher may accept:-

(a) gifts which are occasional or in the form of a souvenir;

(b) personal gifts or donations from relatives or friends, on such special occasions as may be recognized by custom;

(d) non-monetary gifts given to him/her in his/her official capacity but not exceeding the value of kshs 20,000/=.

Donations

18. (1) A teacher involved in the receipt and administration of donations to an Institution shall ensure that proper records are kept of the donations and that the donations are used for the purposes for which they were given.

(2) A teacher who has reasonable grounds to believe that:-

(a) proper records of any donations for the Institution have not been kept; and/or

(b) any donations for the Institution have not been used for the purposes for which they were given; shall inform the Secretary or any other relevant authority.

Professional Advice

19.A teacher who has a duty to give advice shall give honest, accurate, and impartial advice without fear or favor.

Misleading information

20. A teacher shall not knowingly give false or misleading information to members of the public or to any other teacher.

Evaluation of Learners.

21. (1) A teacher shall evaluate learners honestly based on their performance.

(2) A teacher shall ensure that internal and external examinations are conducted fairly and without cheating.

Sexual Relations with learners.

22. (1) A teacher shall not:-

(a) engage in any sexual activity whatsoever with a learner, regardless of whether the learner consents;

(b) make a request to, or exert pressure on a learner for sexual activity or favour; or

(2) For purposes of this Clause, a teacher shall not:-

(a) send learners to their personal residences for whatever reason;

(b) induce, coerce, threaten or intimidate a learner in any way and particularly in regard to their academic performance, in exchange for sexual relations;

(3) A teacher shall not;-

(a) release a learner from school for any reason before notifying the parent orguardian;

(b) send a learner away from school earlier than 6.00am or later than 12.00 noon except in cases of emergency.

Sexual Harassment

23.(1) A teacher shall not:-

(a) sexually harass a fellow employee and/or members of the public;

(b) persistently make requests or exerts pressure for sexual activity or favour which he/she knows or ought to know is unwelcome; or

(2) For the avoidance of doubt, it shall be the duty of the person alleging sexual harassment to report the same to the relevant authority.

Relations with Fellow Employees

24. A teacher shall:-

(1) treat his/her fellow employees and the public with dignity, courtesy and respect;

(2) avoid behavior that is unbecoming, abusive, belittling or threatening to his fellow employees

or any member of the public;

(3) not bully or perpetrate offensive behaviour which is vindictive, cruel, malicious or humiliating and is intended to undermine a fellow employee or a member of the public.

Pornography

25.(1) A teacher shall ensure that his/her station of work is free of pornography and pornographic material.

(2) A teacher shall not:-

(a) supply pornographic materials to a fellow employee, a learner or a member of the public;

(b) expose a learner to pornography, sexual toys or assist a learner in obtaining access to the same;

(d) make, produce or have in his/her possession any pornographic book, pamphlet, paper, drawing, painting, art, representation, figure or any other obscene object.

Prohibited Drugs and Psychotropic Substances

26.(1)A teacher shall not:-

(a) supply illicit drugs, cigarettes, or alcohol to a learner;

(b) expose a learner to illicit drugs, cigarettes and alcohol; or

(2) A teacher shall:-

(a) ensure that his/her work place is free from illicit drugs, cigarettes and alcohol;

(b) not peddle or consume illicit drugs, cigarettes and alcohol while on duty; or

Financial Dealings and Private Affairs

27.Ateacher shall:-

(1) live within his/her means and avoid incurring any financial liability he/she cannot satisfy;

(2) not neglect his/her financial obligations or neglect to settle them;

(3) not evade taxes;

(4) not use or lend the prestige of his/her office to sanction or endorse his/her own private activities or the private activities of any other person;

(5) conduct his/her private affairs in a way that inspires public confidence in the integrity of

his/her office; and

(6) ensure that his/her private affairs do not interfere with his/her official duties or affect the dignity of his/her office and that the risk of conflict with nonofficial duties is minimized.

Official Dealings

28. In the exercise of his/her duty, a teacher shall:-

(1) practice and promote the principles of equity, inclusiveness, protection of the marginalized, integrity and professional competency;

(2) not, knowingly and deliberately, withhold information that is not protected with a view to disadvantage any person including teaching vacancies or posts, promotions or other officialcorrespondence;

(3) not engage in private business during official working hours; and

(4) not, if serving on a full time basis, engage in any other gainful employment. Gainful employment for purposes of this Code refers to, but is not limited to work that a teacher may;

(i) pursue and perform for money or other forms of regular compensation or remuneration;

(ii) perform which is inherently incompatible with his or her official responsibilities;

(iii)perform and which results in the impairment of judgment or conflict of interest;

(iv) performs and which affects the performance of his official duties; or

(v) perform on a full time basis during official working hours.

Canvassing for Favours in Service

29. A teacher shall not canvass or lobby, either directly or indirectly, for any favours in the teaching service or in any other organization.

Endorsing Private Activities

30. A teacher shall not use his/her position or title or any authority associated with his/her office in a manner that could reasonably be construed to imply that the Commission/ institution sanctions or endorses any activities, either by him/her or by any other person, that are not activities of the institution.

Civil and Charitable Activities

31.(1) A teacher is part and parcel of the society in which he/she lives and whereas he/she should not be isolated, he/she is expected to remain within dignified limits and to particularly:-

(a) project a good image in the community where he/she lives by participating appropriately in the communal activities; and

(b) set a good example to the learners and the public by obeying lawfully established authority and being law abiding.

(2) A teacher may contribute towards or attend a public collection but shall not;

(a) participate in such a way as to reflect adversely on his/her integrity or to interfere with theperformance of his/her official duties; and

(b) use his/her office to solicit for funds for public

Holiday Tuition

32. A teacher may engage in teaching or learning activities outside normal school hours to promote education provided that he/she shall not conduct holiday tuition.

Acting for foreigners

33. (1) A teacher shall not, in a manner that may be detrimental to the security interests of Kenya, be an agent for or further the interests of a foreign government, organization or individuals.

(2) For the purpose of this Clause:-

(a) An individual is deemed foreign if the individual is a non-citizen; and

(b) An organization is foreign if it is incorporated or registered outside Kenya or if it is wholly or substantially owned by a foreign government, organization or individual.

Acting Through Others

34.(1) A teacher who:-

(a) causes anything to be done through another person that would, if done by the teacher, would be a contravention of this Code; or

(b) allows or directs a person under his/her supervision or control to do anything that is a contravention of this Code; would be in breach of the provisions of this Code.

(2) Sub-clause (1) shall not apply with respect to anything done without the teacher’s knowledge or consent if he/she took reasonable steps to prevent it.

Subversive Association

35.A teacher shall not subscribe to or be involved in Associations, sponsor or support a group that is proscribed or involved in any subversive activity.

Declaration of Income, Assets and Liabilities

36.A teacher engaged in public service must submit:-

(1) an initial declaration thirty days after employment;

(2) a final declaration thirty days after leaving employment; and

(3) bi-annual declarations as provided for in Part VI of The Leadership and Integrity Act, 2012.

Reporting

37. (1) If a teacher considers that anything required of him/her is a contravention of this Code or is otherwise improper, unethical or unlawful, he/she shall report the matter to an appropriate authority.

(2) Every teacher shall be under an obligation to report to the appropriate authority any breach of the provisions of this Code.

(3) Such information received in respect of Sub-Clause

(2) above shall be dealt with in strict confidentiality with a view to protecting the source.

Investigations

38.(1) The Commission may investigate or cause to be investigated any allegation of breach of this Code so as to determine the veracity of such allegation;

(2)The Commission may carry out investigations on a teacher’s improprieties on its own initiative or pursuant to a complaint by any person;

(3)The Commission may refer a matter to another appropriate body for investigation which shall investigate the matter within a reasonable time and submit a report to the Commission on its findings;

(4) Upon the submission of a report, the Commission shall ensure that the findings of the investigations are implemented within ninety(90) days;

(5)An investigation may be carried out under this Clause notwithstanding the fact that the person being investigated has ceased or is not an employee of the Commission.

Reporting Authority

39.For the purposes of sections36(1) of the Leadership and Integrity Act and 37(1) of this Code a teacher may report any matter under that section to the Secretary, Head of Institution or any other appropriate authority as the case may be.

Breach of this Code

40. Any teacher who is alleged to have violated the provisions of this Code will be subjected to the laid down disciplinary procedures under the TSC Act and Code of Regulations of Teachers.

Review of this Code

41. This Code may be reviewed from time to time as the Commission may deem appropriate.

G: AUSTRALIA CODE OF TEACHER PROFESSIONAL

Teachers are expected to abide by the ACT Public Service Code of Conduct and Code of Ethics which provides both a core set of standards covering the behaviour of staff in dealing with the public and a minimum set of behaviours expected of the ACTPS and its employees.

PRINCIPLE 1: SERVICE TO THE PUBLIC

A defining characteristic of a profession is a spirit of public service. Consistent with this spirit, teachers who are both public servants and members of a profession should place the responsibility for the education, welfare, health and safety of their students before their responsibility to sectional or private interests or to other members of the profession.

Teachers serve the public interest by:

• acting in a manner which promotes confidence in the integrity of the public service and the profession

• exercising reasonable care and skill

• treating students, parents and colleagues with courtesy and sensitivity to their rights, duties and aspirations

• protecting students from harm

• being committed to students and their learning

• organizing learning to take account of the diverse social, cultural and special learning needs of their students

• working in partnership with parents and careers

• acting against any form of harassment or unlawful discrimination

1.1 OBLIGATIONS

Each teacher has an obligation to:

1.1.1 Respect the dignity, rights and opinions of others

Teachers respect the dignity, rights and opinions of others by:

• respecting cultural, ethnic and religious differences

• valuing and acknowledging the contributions made by others in meeting school and Departmental goals

1.1.2 Demonstrate high standards of professional practice

Teachers demonstrate a high standard in teaching and learning by:

• engaging students in their learning

• working to achieve high level outcomes for all students

• maintaining records to manage, monitor, assess and improve student learning

• using research and student achievement data to inform professional practice

• engaging in reflective practice and developing their professional knowledge and teaching skills

• supporting the personal and professional development of others

• providing constructive feedback to colleagues that is considered and helpful

• assisting in developing and mentoring beginning teachers

• working cooperatively and collaboratively with others to achieve school and system goals

• informing people of their rights and entitlements where appropriate

• accepting responsibility for their own professional learning and development

1.1.3 Protect students from harm

Teachers protect students from harm by:

• recognizing that students have a right to a safe and secure teaching and learning environment

• reading, understanding and complying with mandatory reporting requirements

• reporting any reasonable suspicion of harm caused to students

• supporting students who have been harmed

• refraining from conduct that could assault or harm a student

• refraining from conduct that could cause psychological damage to a student

• refraining from sexual conduct with a student or conduct that raises an apprehension that sexual conduct has occurred or may occur with a student

1.1.4 Develop and maintain constructive professional relationships with parents and careers givers. Teachers develop and maintain constructive professional relationships with parents and careers by:

• engaging in open communication

• reporting on student progress and learning options

• being responsive to all reasonable requests in relation to their child’s education

1.1.5 Exercise leadership in their role as supervisors

Teachers exercise leadership in their role as supervisors by:

• acting as positive role models

• acknowledging the work of staff

• encouraging initiative, responsiveness and leadership amongst staff

• being open and accepting of differing views and perspectives that may better achieve Departmental and school goals

• exercising their responsibilities conscientiously and prudently

• promoting participatory decision making

• providing learning and development opportunities for their staff

• giving regular constructive feedback to staff on their work performance, for example through probation, contract assessment and the Professional Pathways program

• promoting equity and diversity in the workplace

• providing strategic educational and administrative direction

• monitoring and enhancing educational quality through planning for teaching and learning, and implementing change management to meet the needs of students better

• identifying and supporting colleagues who may be experiencing difficulty

• responding appropriately to issues of inefficiency

• managing and reporting perceived misconduct appropriately

1.1.6 Discourage any form of discrimination or harassment in the workplace

Teachers act to help remove discrimination and harassment in the workplace by:

• promoting an environment that is accepting of and tolerant of diversity, and is free from intimidation, threat, humiliation and harassment

• refraining from harassing behaviour including sexual harassment

• refraining from unlawfully discriminating against any person

PRINCIPLE 2: RESPONSIVENESS TO THE GOVERNMENT AND THE NEEDS OF THE PUBLIC

The ACT Public Service’s primary responsibility is to the ACT community through serving the government that it has elected. This means that teachers must provide the same level of professionalism in the administration and delivery of government policies and services, irrespective of the political persuasion of the government.

Teachers are responsive to the government and the needs of the public by:

• respecting the rule of law and our system of democracy by upholding:

- Commonwealth and Territory laws and regulations

- government and Departmental policies

- relevant professional codes of practice

- relevant industrial agreements

• working to implement high quality education services

• advancing student learning and the public interest

• responding appropriately to known or suspected breaches of the law or

breaches of Departmental policies on acceptable conduct and administration

• implementing the policies of the elected government, particularly as they relate to education

• complying with and applying the policies of the Department

• complying with lawful and reasonable directions from their supervisor/s

• being familiar with legislation, regulations, and professional codes that are relevant to their employment

• not disclosing without lawful authority any information obtained as a consequence of their employment

2.1 OBLIGATIONS

Each teacher has an obligation to:

2.1.1 Advance student learning and the public interest

Teachers advance student learning and the public interest by:

• implementing the educational goals and priorities of the school and system

• working to develop an educational environment, which addresses the needs of all students, including Indigenous students, students with different ethnic or cultural backgrounds, students for whom English is a second language and students with a disability

• developing and implementing effective pedagogies

• promoting learning, the value of education and the profession of teaching in the wider community

• working effectively with other professionals, parents/carers and members of the broader community to provide effective learning for students

• seeking support for colleagues who may be experiencing difficulty

• reporting knowledge of suspected fraud, misconduct, negligent

management or any perceived risk to health or safety to an appropriate person

• observing confidentiality in a manner consistent with legal requirements, the interests of students and the wider public interest

• complying with lawful and reasonable directions from their supervisor/s

• making decisions and giving directions within their authority

• refraining from making unauthorized public comments where the comment may be perceived as official comment

PRINCIPLE 3: ACCOUNTABILITY

Teachers are accountable to the Chief Executive for the authority they exercise on the Chief Executive’s behalf. Teachers are accountable for upholding the law and adhering to the policies of the government as they relate to their employment. Teachers are also accountable for the educational programs they deliver. Programs must be delivered effectively and impartially. Teachers must maintain clear records of the reasons for their decisions.

Teachers are accountable for:

• encouraging students to strive for high standards and to value learning

• placing the student’s best interest over the teacher’s personal interest or benefit

• cooperating with colleagues in the best interest of students

• accepting responsibility for developing their own professional knowledge and skills

3.1 OBLIGATIONS

Each teacher has an obligation to:

3.1.1 Accept responsibility for high quality teaching

Teachers accept responsibility for high quality teaching by:

• providing students with opportunities to learn, recognizing and developing

each student’s unique potential and addressing each student’s educational needs

• assessing students regularly and constructively

• knowing the learning strengths and weaknesses of their students and the factors that influence their learning

• participating in learning and development to maintain and enhance their professional knowledge and skills

• accepting responsibility for student learning outcomes

• knowing their subjects, how to teach them and how their teaching relates to the whole school curriculum and pathways for students

• drawing on the body of knowledge about learning and contemporary research into teaching and learning to support their practice

PRINCIPLE 4: FAIRNESS AND INTEGRITY

Teachers are placed in positions of trust. They manage school resources. They have access to school information and they make decisions that affect staff and students.

The trust that is placed in teachers requires that they conduct themselves with honesty, fairness, and propriety.

Teachers act with fairness and integrity when they:

• respect the rights and dignity of students, their colleagues and others

• avoid conflicts between their private interests and professional responsibilities

• do not take, or seek to take, improper advantage of their position in order to obtain a benefit for themselves or any other person

• act with probity and impartiality

4.1 OBLIGATIONS

Each teacher has an obligation to:

4.1.1 Act with probity in their daily work activities and decision-making

Teachers act with probity by:

• being aware of the social, cultural, and religious backgrounds of their

students, and treating students appropriately having regard to their individual needs

• seeking student and staff views about decisions that affect them

• assessing and recording student performance data according to Departmental policies and procedures

• identifying, declaring and avoiding any apparent or actual conflict of interest

• resolving any conflict in favour of the public interest

• not accepting any private or additional payment for services that could reasonably be expected to be provided as part of normal employment

• managing private relationships in a way that does not adversely impact on the work or reputation of the Department or school or create an apparent or real conflict of interest

• refraining from using their position to pursue private interests to gain private benefit for themselves or others

• not accepting inappropriate gifts or benefits

• using copyright material for official purposes only

• acting professionally and with probity by complying with the Departmental and government policy in regard to the Internet and electronic mail system

• not being under the influence of drugs or possessing illegal drugs

• not consuming alcohol when they are responsible for students

• seeking approval to undertake secondary private employment

• observing procedural fairness in their decision-making processes

PRINCIPLE 5: EFFICIENCY AND EFFECTIVENESS

The ethical principle of efficiency and effectiveness seeks to obtain maximum value for the resources expended by the Department in achieving high-level outcomes for all students.

Teachers exercise efficiency and effectiveness in the use of school resources by:

• avoiding waste and extravagance in using school resources

• using school property and resources appropriately

• maintaining high standards of professionalism, probity and performance

5.1 OBLIGATIONS

Each teacher has an obligation to:

5.1.1 Exercise efficient and effective resource management

Teachers exercise efficient and effective resource management by:

• acting professionally and honestly at all times

• using school resources for official purposes (or approved exemptions) and ensuring that they are not wasted or used extravagantly

• ensuring that any claims for expense payments are made in accordance with Departmental policy and procedures, and only for costs incurred to carry out school business

• using all electronic communication systems in accordance with Government and Departmental policies

• ensuring that they do not breach copyright law or licensing arrangements when copying any school property such as software, library and reference materials, or other school property

• ensuring that Departmental equipment is used in accordance with the manufacturer’s requirements, and that all use is both safe and legal

• obtaining approval to use school equipment and resources offsite, and ensuring that it is safely stored and secured

H: Code of Professional Conduct of Canada

The Code of Professional Conduct stipulates minimum standards of professional conduct of teachers of Canadian

In relation to pupils

1	The teacher teaches in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, physical characteristics, disability, marital status, family status, age, ancestry, place of origin, place of residence, socioeconomic background or linguistic background.
2	(1) The teacher is responsible for diagnosing educational needs, prescribing and implementing instructional programs and evaluating progress of pupils. (2) The teacher may not delegate these responsibilities to any person who is not a teacher.
3	The teacher may delegate specific and limited aspects of instructional activity to no certificated personnel, provided that the teacher supervises and directs such activity.
4	The teacher treats pupils with dignity and respect and is considerate of their circumstances.
5	The teacher may not divulge information about a pupil received in confidence or in the course of professional duties except as required by law or where, in the judgment of the teacher, to do so is in the best interest of the pupil.
6	The teacher may not accept pay for tutoring a pupil in any subjects in which the teacher is responsible for giving classroom instruction to that pupil.
7	The teacher may not take advantage of a professional position to profit from the sale of goods or services to or for pupils in the teacher's charge.

In relation to school authorities

8	The teacher protests the assignment of duties for which the teacher is not qualified or conditions which make it difficult to render professional service.
9	The teacher fulfills contractual obligations to the employer until released by mutual consent or according to law.
10	The teacher provides as much notice as possible of a decision to terminate employment.
11	The teacher adheres to agreements negotiated on the teacher's behalf by the Association.

In relation to colleagues

12	The teacher does not undermine the confidence of pupils in other teachers.
13	The teacher criticizes the professional competence or professional reputation of another teacher only in confidence to proper officials and after the other teacher has been informed of the criticism, subject only to section 24 of the Teaching Profession Act.
14	The teacher, when making a report on the professional performance of another teacher, does so in good faith and, prior to submitting the report, provides the teacher with a copy of the report, subject only to section 24 of the Teaching Profession Act.
15	The teacher does not take, because of animosity or for personal advantage, any steps to secure the dismissal of another teacher.
16	The teacher recognizes the duty to protest through proper channels administrative policies and practices which the teacher cannot in conscience accept; and further recognizes that if administration by consent fails, the administrator must adopt a position of authority.
17	The teacher as an administrator provides opportunities for staff members to express their opinions and to bring forth suggestions regarding the administration of the school.

In relation to the profession

18	The teacher acts in a manner which maintains the honour and dignity of the profession.
19	The teacher does not engage in activities which adversely affect the quality of the teacher's professional service.
20	The teacher submits to the Association disputes arising from professional relationships with other teachers which cannot be resolved by personal discussion.
21	The teacher makes representations on behalf of the Association or members thereof only when authorized to do so.
22	The teacher accepts that service to the Association is a professional responsibility.

Approved by the 2004 Annual Representative Assembly pursuant to the Teaching Profession Act. Please note: The Teaching Profession Act, section 24(3), requires members to report forthwith to the executive secretary on the unprofessional conduct of another member.

I: Mauritania

The Islamic Republic of Mauritania is located in North western Africa and is bordered by the Atlantic Ocean and the Western Sahara in the west, Mali in the east, Algeria in the North and Senegal in the South. The Islamic Republic of Mauritania is governed by Islamic laws and the Islam is the state religion .For this case the Qur'an is source of morals, mercy, humility, devotion, tolerance and peace from which every citizen can be weighed through for justice.Sharia is what enshrines the Constitution and legislations (organic laws, ordinary laws, ordinances and decrees) as the sources of Mauritanian law. Given that Islam is constitutionally recognised as ‘the religion of the people and of the State’. It is therefore Sharia is ‘the sole source of law.

In light of this theoretical primacy of Sharia, applies as norms in the courts and such norms must be applied as the penal Code and as standard code of ethics across the country in civil service and private service including teaching profession. Sharia code is reference of action as the law of the land therefore the Penal Code provide for the application of the Sharia rules in discharge of obligations and duties to people entails public service.

From the premises above we derive that, basically there are no professional codes of conducts in Mauritania contrary to Tanzania which these codes of conduct entailed in standing orders and in professional organisation for teachers (CWT)

There is no specific organ that deals with teacher profession in maintenance of morals rather suctioned by sharia courts in Mauritania while in Tanzania breach of codes of conduct to teacher monitored by the organ called TSD and Civil service ethical committee.

In Mauritania Code of conduct rooted in religious basis while in Tanzania professional code of conduct are rooted from professional bodies and natural laws of the land.

J: CODE OF ETHICS AND CONDUCT FOR THE PUBLIC SERVICE IN TANZANIA

This code has been made by the Minister of State, President’s Office Public Service Management under the Authority of Section 34 of the Public Service Act, 2002 and Regulations 65(1) of the Public Service Regulations, 2003.

ETHICAL CODE AND BEHAVIOUR

1. In order for the Public Service to be efficient and respected, public servants shall behave, conduct and observe the Code of Ethics and conduct as stipulated herein below:-1. Pursuit of Excellence in Service

2. Loyalty

3. Diligence

4. Impartiality

5. Integrity

6. Accountability

7. Respect of Law

8. Proper use of Official information

PURSUIT OF EXCELLENCE IN SERVICE

2. Public Servants shall find it their responsibility to provide excellent services. In so doing, they shall:-

a) be knowledgeable of and respect this Code of Ethics.

b) set realistic work targets which will enable them to achieve the highest standard of performance.

c) be creative, innovative and continuously strive to improve performance by enhancing knowledge and skills.

d) practice meritocratic principles in service delivery.

e) maintain personal hygiene, dress in respectable attire in accordance with acceptable office norms.

f) strive to promote team work by:-(i) giving instructions which are clear and undistorted;

(ii) avoiding malicious actions or words intended to ridicule peers, subordinates or superiors;

(iii) avoiding the use of abusive and rude language;

(iv) giving due weight and consideration to official views submitted by fellow employees and subordinates;

(v) regularly holding meeting;

(vi) ensuring that subordinates set realistic work targets, monitor performance regularly and encourage them to enhance their competence and skills;

(vii) promoting fair assessment of performance;

(viii) recognising and where possible, rewarding outstanding performers and sanctioning poor performers;

(ix) respecting colleagues, their rights including their right to privacy especially when handling private and personal information.

LOYALTY TO GOVERNMENT

3. (1) Public Servants shall be loyal to the duly constituted Government of the day.

(2) Public Servants shall therefore implement policies and lawful instructions given by their Ministers and other Government leaders.

DILIGENCE

4. Public Servants shall endeavour to perform their duties diligently by maintaining the highest standards of discipline. They shall demonstrate their sense of responsibility by ensuring that they: -

a) use their skills, knowledge and expertise to attain maximum result;

b) execute duties and assigned responsibilities with maximum standards and within required time;

c) disengage from any conduct which might impair work performance;

d) are ready to work at any duty station; and

e) are punctual in terms of office hours at workplace and official engagement.

IMPARTIALITY

5. (1) Public Servants have the democratic right of being members of any political party and can vote both for their political parties and in general elections.

(2) Public Servants can participate in politics provided that when so doing they do not do anything that will compromise or might be seen to compromise their impartiality.

(3) Public Servants shall comply with political restrictions in political activities and therefore shall not:-

a) conduct or engage in political activities during official hours or at work premises;

b) provide services with bias due to or against political affiliation; and

c) pass information or documents availed through their official position to the service of their political parties.

(4) Public servants have a right to communicate with their political representatives provided that they:-

a) shall not use such influence to intervene on matters affecting them which are in dispute between them and the Government; and

b) shall not use such influence for furthering personal ends which are not part of the Government policy.

(5) Public Servants may become members of any religious sect provided that they do not contravene the existing laws. However, as the Government has no religion, religious beliefs should not be propagated when performing official duties.

INTEGRITY

6. (1) Public servants shall exercise their authorized powers within specified boundaries and they shall not use such powers for personal gain, to favour friends or relatives or to undermine others.

(2) Public Servants shall safeguard public funds and other public properties entrusted to them and shall ensure that no damage, loss or misappropriation occurs to them due to negligence or for the benefit of any individual or group.

(3) Public servants shall use public resources for public use including, machines, office equipment, office supplies, telephones, computers, copiers, utility services, buildings and other property procured with government funds or donated to the Government.

(Expenses reimbursed by the Government to public servants or domestic services such as telephone, water and electricity are also deemed part of public property).

(4) Unless otherwise authorized, public servants shall use official time in an honest way to fulfil official responsibilities and shall not use official time for their private activities or leisure.

(5) Public servants shall neither ask nor direct their subordinates to perform activities other than their official responsibilities.

(6) Public servants shall be ready to declare their property or that of their spouse and dependent children within specified procedure to their employer or any other mandated authority when so required.

(7) Public servants shall conduct themselves in such a manner that even when they are out of office, their conduct does not bring public service into disrepute. This includes substance abuse (drugs and alcohol), borrowing beyond their ability to repay, disorderly behaviour and association with disreputable elements of society.

(8) Public servants shall not offer improper favours, solicit, force or accept bribes from any person whom they have served, they are serving or likely to serve either by doing so personally or through another person.

(9) For the purpose of this Code, corruption is a private gain, which is acquired through misuse or abuse of office or public power.

(10) Public servants or members of their families on their behalf, shall not solicit, receive or give gifts to persons, which might compromise or might be seen to compromise their integrity.

(11) Public servants shall not give gifts to their fellow officers.

(12) For the purpose of this Code, the following do not fall in the category of gifts:-

a) items of intrinsic value which are intended solely for presentations such as greetings cards, trophies, calendars, diaries, pens;

b) anything for which the public servant pays or refunds its value; and

c) anything paid for by the government.

(13) Any gift not qualifying under this definition will be declared and surrendered to the employer in writing and the employer will acknowledge receipt and enter the gift into the register of declared and surrendered gifts which shall then be given to charities in the name of Government.

(14) Upon leaving the public service, public servants shall not use their previous positions to seek or receive preferential treatment in the public service for themselves or anyone else.

(15) A former public servant shall not represent another person or their organization before the government on matters, which they dealt with while they were public servants.

ACCOUNTABILITY TO THE PUBLIC

7. (1) Public Servants shall treat their clients and colleagues courteously and shall pay extra attention when dealing with the more vulnerable members of the society such as elderly, women, children, the poor, the sick, people with disabilities and any other disadvantaged group.

(2) When public servants are requested by members of the public to clarify or to provide direction on issues arising from laws, regulations and procedures, they shall do so promptly, with clarity and without bias.

(3) Public servants shall act while recognizing themselves as being the servants of the public.

RESPECT FOR THE LAW

8. (1) Public servants shall familiarize themselves with rules, regulations, and procedures and appropriately abide by them.

(2) Public Servants shall apply the prevailing laws, regulations and procedures when discharging their duties and in the process identify gaps, which need to be rectified.

(3) Public Servants shall not discriminate or harass a member of the public or a fellow employee on grounds of sex, tribe, religion, political affiliations, nationality, ethnicity, marital status or disability.

(4) Public Servants shall discourage all forms of sexual relationships at the work place and during working hours.

Likewise, they will avoid all types of conduct which may constitute sexual harassment which include engaging in, or containing:-

a) pressure for sexual activity or sexual favours with any person;

b) rape, sexual battery and molestation or any form of sexual assault;

c) intentional physical contact which is sexual in nature such as unwelcome touching, pinching, patting, grabbing and/or brushing against another person’s body, hair or clothes;

d) sexual innuendoes, gestures, noises, jokes, comments or remarks to another person about one’s sexuality or body;

e) facilitating or receiving preferential treatment, promises or rewards for offering or submitting to sexual favours; and

f) viewing, displaying, or sharing inappropriate sexually explicit material or material that may be deemed morally offensive in work environment or during working hours.

(5) Public Servants asked by senior officers to breach a law or Code of Ethics and Conduct for the Public Service or a Professional Code of Ethics should report the matter through Government Machinery of handling the grievance and complaint handling procedure. Provided that where it is not possible to report within their institutions, the matter may be reported directly to the Permanent Secretary, President’s Office, and Public Service Management who will deal with the matter accordingly.

PROPER USE OF OFFICIAL INFORMATION

9. (1) Public Servants shall not disclose to unauthorized persons, official information, confidential or otherwise, which has been communicated to them in confidence, or received in confidence from others without permission and shall, in that respect maintain confidentiality of official information even after they have left the Public Service.

(2) Public servants shall not distort or frustrate government policies and plans by making unauthorized premature disclosures.

(3) Public Servants shall not use any official document or information obtained in the course of discharging their duties for personal ends.

(4) Official information will be released to the media by officials who have been authorized to do so according to the laid down procedures.

(5) Public servants shall route any information they wish to pass over to the media through the information, communication and education officers or their superiors.

Weakness of code of conduct for teachers in Tanzania

1. Code of conduct of Tanzania concern more with public civil servants rather than TEACHERS in specifics as stipulated on code of conduct of Australia.

2. There is no peculiar professional board for teachers which have been stipulated in code of conduct as compared to the rest of the world.

3. In Tanzania code of conducts are created from top to bottom compared to other countries such as South Africa whereby code of conduct for teachers is created by teachers themselves through their professional body.

4. Code of conduct in Tanzania teachers does not show clearly criteria’s for professionalism and professional development and maintenances.

5. Induction teachers in Tanzania are allowed to teach while in other country like USA is strictly prohibited Induction teacher to teach in both public and private institutions.

6. Teacher’s professionals are not protected by Code of conduct for teacher in Tanzania like other countries such as United Kingdom and Canada.

7. In Tanzania code of conduct for teachers are abide to the public services regulations compared to other countries whereby code of conduct for teachers are stipulated differently such as in Kenya, Botswana and Canada.

8. The content of code of conduct for teachers in Tanzania does not prohibit a teacher to distribute pornographic materials to fellow employees, learners or public.

9. The content of codes of do not include the recent global changes and how to redress them wherever arises.

10. The code of conduct in Tanzania inspires in colleges during training but no further indication of what to be done for its orientation when individual is employed.

TEACHER'S CODES OF CONDUCT ACROSS NATIONS

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