The Importance and Benefits of Creating an Atmosphere of Ethical Behavior in School - Research Paper Example

? Ethical Behavior Ethical Behavior Outline Creating a Climate of Ethical Behaviour in the School Introduction a) Background of the study Having identified that there exist a problem of ethical behaviour in the school, this study sought to look for ways of inculcating ethical behaviour among the students. b) Introduction The problem of unethical behaviour among the students in the school has been thriving for quite some time. While this has resulted into poor performance between the students due to poor learning methods and behaviour among the students, little has been done to solve the problem. The phenomenon of violence and anti-social behavior within schools cannot be regarded as a mystery, given that it has existed within the past but at a lower scale. Presently, there is a sizeable body of research that indicates that schools make a significant difference, but this has largely centered on educational outcomes instead of standards of behavior. Ethical behaviors manifest when an individual acts with fairness, impartiality, equity, and respect for the rights of others. Ethics represents the study of moral principles or values that highlight whether actions are right or wrong and outcomes. Ethical judgment shapes the behavior or course of action of individual. Some of the academic factors that necessitate students to make judgments regarding ethical judgments include contravention of violation of school regulations, cheating, selfishness, and computer ethics (Buckley, Wiese, & Harvey, 1998). As such, it is pertinent to look not just at students being ethical, but also other stakeholders such as teachers and administrators being ethical (List, Bailey, Euzent, & Martin, 2007). c) Statement of the problem Frequently, in contemporary society, students entertain the notion that it is admissible to engage in unethical behavior as long as one does not get caught. There is indeed a problem of unethical behaviour among the students in the school. d) Significance of the study This research project will try to find out the various means in which ethical behaviour can be promoted in the school and all learning institutions. e) Objectives of the research The main of objective of this study is to identify the major causes of unethical behaviour among the students and seeking ways of promoting ethical behaviour among the students. f) Research questions What are the major causes of unethical behaviour among the students? What are the factors used to identify unethical behaviour among the students? How can ethical behaviour be promoted among the students? What can be done to ensure that students uphold and maintain ethical behaviour? g) Definitions of the terms used Literature Review In this literature review, the paper first explores elements of unethical behavior such as academic dishonesty. A discussion on ethics within the education sector should not be a one-sided discussion. Academic dishonesty among students manifests via diverse forms of cheating. This behavior presents a substantial threat to the academic integrity of institutions, as well as sufficient development of students’ academic skills given that it undermines the learning process (Robert, Hanford, Kathleen, David, & John, 1997). Students frequently face ethical questions and choices including decisions on whether to act ethically when handling test, engaging in unauthorized group homework, and/or plagiarizing work from the internet. Variables connected to cognitive development and environment impact on the manner in which students make decisions and choose to act (McCabe, Butterfield, & Trevino, 2006). Some students act ethically owing to the fear of being “caught” by faculty members while others choose to act ethically based on the realization that dishonesty harms themselves, their instructors, and other students (Buckley, Wiese, & Harvey, 1998). Teachers have significant influence within the classroom environment; hence, they significantly influence student behavior. Contraventions connected to class work entail: forgery, plagiarism, and fabrications of data and work results. These types of behavior contradict the expectation of schooling on ethical behavior, given that they award an unfair advantage over other students (List, Bailey, Euzent, & Martin, 2007). This is also undercuts the degree of trust within the schooling institution. Instructors ardently hope that academic dishonesty will disappear; however, it is apparent that unethical behaviors such as cheating and plagiarism are defiant to extinction. Nonetheless, gloom is not the answer given that instructors can, and do impact, on the prevalence of unethical behaviors in schools (Koerber, et al. 2005). As a result, educators should generate climates that stimulate ethical student behavior is possible and can be successful. Unethical practices have considerably undermined the provision of quality education within schools. This emanates from the fact that the objective of the education sector cannot be attained devoid of a strict adherence to the set rules and regulations (McCabe, Butterfield, & Trevino, 2006). Peer pressure can stimulate people to do things that they would not normally do. Some individuals make unethical choices owing to lack of awareness of what is the right thing to do (Robert, Hanford, Kathleen, David, & John, 1997). In other instances unethical behaviors may be driven by self interest, ambition, personal gain, and greed. Unethical behavior may also emanate from misguided loyalty. Generating a climate of ethical behavior starts when instructors structure courses to enhance a student’s skills, knowledge, and capabilities. It is also essential to communicate expectations for ethical behavior by establishing honor codes, which have been proved to be effective deterrents to academic dishonesty. A climate stimulating ethical behavior impacts on students’ perceptions centering on the manner in which ethically other students are behaving. Research persistently highlighted that the most critical factor lies in whether students act honestly as shaped by their perception of their peers’ behaviors. If students perceive “everyone else is cheating,” then they are highly probable to cheat, too. Nevertheless, honor codes alone do not generate a climate of ethical behavior and should be supported by institutional programs that educate students and reinforce academic honesty. Unethical behavior in schools refers to student behavior that fails to comply with the expected standards. Contravention of school/university regulation represents one of the unethical behaviors displayed by students. Overall, students are aware that cheating is unethical; nevertheless, they still engage in this behavior (Koerber, et al. 2005). Cheating can sometimes appear “normal” and students do not perceive it as a serious offence. Several studies have indicated that most students perceive unethical action such as copying as not being a serious offence. Empirical studies undertaken with regard to the issue of ethical behavior are diverse given that there is no consensus on how best to gauge the issue of ethics. Causality link between poor school performances, school drop-out to juvenile delinquency are evident. Students mostly rate high tolerance towards issues centering on computer ethics and low tolerance towards issues regarding issues on dishonesty. Based on the school’s pivotal function within the society, emphasis should be laid on the manner in which schools contribute to antisocial behavior, and steps that educators should undertake to safeguard against anti-social behavior and attendant problems (Saunders, 1993). Anti-social behaviors, in this case, refer to any behavior that may lead to harassment, distress, or alarm. Examples of anti-social behavior include littering, use of rude, abusive, or insulting language, bullying, assault, theft, and drug abuse. Research investigating the relationship between poor school performance and delinquency has established a causal link between poor schooling and juvenile delinquency. Such of the difficulties may yield in a child’s receiving unfavorable appraisals from peers or teachers, which, in turn, may lead to delinquency. Stimulating ethical conduct within the classroom is central to successful teaching. There are a number of theories centering on behavioral management. Hence a teacher should dedicate sufficient time to establish and support ethical beliefs with his/her classes. Unethical behavior can be explained by several theoretical approaches. Some of the factors that underpin the commission of unethical activities entail negative dispositional factor and attributing blame factor. There are several theoretical perspectives that avail insights into the manner in which individuals engage in unethical behavior. Deterrence Theory This approach stipulates that a certain (unethical) behavior may be hindered or deterred in direct proportion to the probability of being caught and the acuteness of punishment for the behavior caught. Unethical behavior such as cheating varies inversely with the risk of detection and highlighted severity of punishment. Researchers have established that formal sanctions are potentially to be essentially effective for norms or rules deficient in general moral support; hence, if cheating is registered among students, broadly enforced formal sanctions can be instituted to inhibit unethical behavior. Rational choice theory Rational choice theory to probing unethical behavior was initially proposed by economists, and approaches the issue by appraising the perceived probabilities and magnitude of rewards and punishments. The theory outlines that individuals are rational decision makers and act as per the possible risk and possible returns intrinsic in a decision. The choice to engage in unethical behavior represents can be regarded as a cost/benefit function rationally established by the individual, by weighing the positive and negative aspects that could emerge from making a decision. Social bond theory Social bond theory stipulates that unethical behavior emanates from a weakening of social bonds to society. Persons involving in unethical behavior are not acculturated into a law abiding environment by their parents; hence, lack of social norms and standards that impact on this decision making framework. The absence of commitment or investment in conventional laws and norms may make individuals to lack belief and embrace conventional norms and laws as valid. Hence, individuals who feel disconnected from the society, they may be highly predisposed to act in certain ways. Major causes of unethical behavior among the students’ shape one of the concerns highlighted within the education curriculum. The general capabilities centers on aspects such as skills, knowledge, dispositions, and behaviors, coupled with tailored curriculum content in every learning area that responds to cross-curriculum priorities (Saunders, 1993). Students establish capability within learning to behave ethically as they highlight and investigate the nature of ethical concepts, character traits and principles, and values, and comprehend how reasoning can aid in shaping ethical judgment (Crittenden, Hanna, & Peterson, 2009). Overtime, there have been rising incidences of influx of ethical violations committed by a teacher. Some of the unethical behaviors registered among teachers, and other professionals include cases of sexual relations with their students. Such incidences emanate from blatant violation of ethics without remorse (Crittenden, Hanna, & Peterson, 2009). According to code of ethics for educators, instructors should uphold several principles that are central to ethical behavior centering on nurturing physical, intellectual, emotional, civic, and social potential of every student. The other principle outlines that educators should generate, reinforce, and sustain challenging learning environments that are suitable for all. Educators’ should also team up with colleagues and other parents and community, respecting confidentiality, and building trust among the stakeholders. Other expectations hinge on advancing the intellectual and ethical basis of the learning community. Educators should be powerful role models and should be at the forefront in demonstrating the significance of proper ethics. Research Method a) Research design The methods to be employed by this study in collecting data from the field will include questionnaires and interview. Observations will still be used as it will help the researcher in verifying the authenticity of the data. The study utilized questionnaires, as well as semi-structured interviews to generate confirmatory results. Questionnaires interviews are appropriate to collect data on phenomena that are not directly observable (Haris & Brown, 2010). The advantages of questionnaires encompass capability to be given to large groups. The study employed questionnaire as the data collection technique in which students were selected as the population for the study. Stratified sampling technique was employed in selecting the sample of this study. In conducting the study, I employed interviews, and survey data to highlight factors that impact on students’ behaviors. The study unearthed that both internal and external factors were connected to academic dishonesty (Mayer, 1995). The external variables entailed peer pressure, possibility of being caught, and aspects relating to the conduct of the instructor. Students reported that their inclination to act in a dishonest way was linked to instructor’s leniency and the recognized probability of an instructor acting in the observed misconduct (Eastman, Iyer, & Reisenwitz, 2008). Interviewing the respondents aligned with the aims of the study given that the approach presents adaptability in controlling the sequence and response situation. Similarly, interviews are flexible compared to the questionnaire and can be intelligently employed, besides being sensitive to contextual variations in meaning (Haris & Brown, 2010). The study also relied on self reports as a critical source of information regarding unethical behaviors among students. The study also made use of school records as the core source of data regarding the exclusion from school given that this represents a formal action by the school, which ought to be recorded if it were to be valid (Mayer, 1995). Analysis is grounded on statewide sample involving students of both primary and secondary students attending government, Catholic, and independent schools. b) Study population This section will include the size of the study population and the criteria used in identifying the study population. c) Sampling criteria The method used to narrow down the study population to the specific study population such as stratified sampling, cluster and random sampling. In the study, the schools were stratified based on either primary or secondary schools, and stratification was undertaken through cluster random sampling based on school class (Haris & Brown, 2010). Participation in the study was essentially voluntary and anonymous. d) Sources of data The sources of data used in conducting the study such as the study population e) Instruments used in the study This study will incorporate both questionnaires and interviews f) Validity of the research instruments Since the study was a case study, the best research instruments used were questionnaires and interviews as they thoroughly covered the study population. Data analysis and interpretation a) Data Analysis b) Procedure of data analysis and time frame c) Interpretation of data Individuals subscribe to principles, experiences, concepts, senses, reasoning, and emotions that guide them when making judgments; hence, it is pertinent that students are exposed to circumstances that develop both their awareness of meanings and their practical reasoning capabilities linked to their actions and thoughts. Ethical principles of respect, trust, and personal responsibility should form the grounds of students’ conduct and relationship with the instructors, administrators, and fellow students. There is no ethical code that is bale to anticipate all potential forms and cases of unethical behavior. Hence, this code introduces only the most characteristic ethical norms violations resulting from the diverse forms of students’ activities. d) Strategy of conducting the research There are a number of reasons expressing why it is critical to adhere to ethical norms when conducting research. First, norms facilitate the aims of research, such as truth, knowledge, and avoidance of error. For instance, prohibitions against fabrication, plagiarism or misrepresenting research data foster truth and circumvent error. Second, given that research frequently necessitates significant cooperation and coordination among numerous diverse people within diverse disciplines and institutions, observance of ethical standards foster the values that are critical to collaborative work such as fairness, mutual respect, trust, and accountability (Chen & Tang, 2006). Third, majority of ethical norms guarantee that researchers can be held responsible to the public. Findings, Conclusion and Recommendations a) Findings from the study Majority of students in the study were too accepting of cheating behaviors, whereby the ethical beliefs of the students do not align with faculty expectations. This is in alignment with prior research indicating that the majority of the students possess divergent beliefs regarding cheating than the faculty. Some unethical behaviors’ may emanate from a failure to highlight the behavior as unethical. Misbehavior at school was considerably more prevalent among boys relative to girls and more common among students coming from single-parent households. Integration of ethical behavior within the curriculum is critical in shaping a strong personal and socially oriented ethical outlook that aids students to manage context, conflict and uncertainty, as well as develop awareness of the influence that the values and behavior have on others. Building the capability in learning to behave ethically in all stages of schooling will aid students to tackle highly complex issues that they might encounter in the future, as well as handle a world of competing values, interests, rights, and norms. Honor codes appear to impact on the student’s moral development via fostering feelings of responsibility and accountability. This paper contributes to literature by probing the connection of ethical behavior in the school, and look for ways of inculcating ethical behavior among the students. Academic dishonesty adopts a wide range of unethical behaviors inclusive of cheating, misuse of technology, and plagiarism, as well as additional practices to gain an unfair advantage. Ethics education should pursue to facilitate students’ maturity across a wide range of moral functioning, inclusive of moral reasoning, moral behavior, and moral reasoning. Investigations on gender differences with regard to students’ ethics resulted in conflicting results. The formalization of ethics training for students has overtime become a significant concern subsequent to widespread reports of cheating. Ethics education, which avails training in methodical thinking and reasoning regarding ethics, may be critical if personal ethics are to be enhanced. This highlights the urge to align personal and societal ethics as a basis of effort to foster decision making. Conclusion Ethical standards are critical to guarantee that schools operate within the law and are perceived by the public as ethical institutions of learning. Codes of ethics in schools are essential for the purpose of fostering ethical teaching practices. Students and faculty should be stimulated to engage in academic integrity initiatives within the classroom and within the community in which they live. Students should seek their academic goals with the highest standard of honesty and integrity while at the same time promoting personal reputations and that of the institution. Students should also take responsibility for their learning and hold themselves answerable for their own actions. Similarly, students’ should foster respect and teamwork by embracing common drive, positive relationship among students, and purpose, staff, and faculty. Similarly, students should cultivate community and teamwork by respecting the views held by others. b) Recommendations from the research findings Ethics should form an integral part of the society, and as such, it is essential to rewards individuals for ethical behavior rather that holding them to ridicule. Educators ought to plan ways of ensuring that students utilize technology safely, ethically, and legally. This necessitates development of awareness, as well as creation of safe and ethical dimensions of technology usage through the creation of effective technology policies, rules, and guidelines. Vigilance is central to ensuring that unethical behaviors do not get entrenched among students, which necessitates the creation of high standards and effective communication of the expectations for ethical behaviors. Some of the ways which educators could employ to foster ethical conduct among students entail rewarding ethical behavior among the students. Educators should avail rewards for solid ethical behavior. Citations 1. “Before creating a conducive environment for ethical behaviour in school, it is first important to discuss with student what they regard as an ethical behaviour. For fair contribution of students in this topic, it is vital that they understand what is considered ethical and unethical behaviour.” 2. “In the context of this study, ethical behaviours are considered as acts that are in consistent with the expectation of society and individual’s moral values (Starratt, 2012). Ethical behaviours usually manifest in a person when he or she is considered to be acting within certain key moral principles including honesty, equality, fairness, dignity, and diversity as well as respecting or valuing individual rights.” 3. “The ethics in the society have really changed with time and each generation comes up with weird ways of life (Schmidt, 2007). Can some of the changes in social responsibility be pegged on the advancement in technology and the intense use or availability of media in the society? To understand these aspects of life in relation to the deterioration of ethical values in the society, different psychologists will be interviewed for their opinions on the same.” 4. “There are different unethical behaviours among students; hence, it is worth to determine what the fuelling factors to these behaviours are. Different factors usually affect human behaviours including parenting, friends, peers, and age or development stage (Maxcy, 2002). Therefore, it is worthwhile to determine the exact factors that are prevalence in schools thereby determining ways of minimizing the same.” 5. “Additionally, it will be vital to determine if there are ways through which teacher can be contributing factors to unethical behaviours among students. Is it possible for students to portray different behaviours in different environment? It is worth noting that different situation may lead to different stimulus; thus, children may behave differently while at home and totally different while in school (Rezaee, Elmore, and Szendi, 2001).” References Buckley, M. R., Wiese, D. S., & Harvey, M. G. (1998). Identifying factors which may influence unethical behavior. Teaching Business Ethics, 2 (1): 71-84. Chen, Y. & Tang, T. (2006). Attitude toward and propensity to engage in unethical behavior: Measurement invariance across major among University students. Journal of Business Ethics, 69 (1): 77-93. Crittenden, V. L., Hanna, R. C. & Peterson, R. A. (2009). Business students’ attitudes towards unethical behaviour: A multi-country comparison. Marketing letters, 20 (1): 1-14. Eastman, J. K., Iyer, R., & Reisenwitz, T. H. (2008). The impact of unethical reasoning on different types of academic dishonesty: An exploratory study. Journal of College Teaching & Learning, 5 (12): 7-16. Haris, L. R. & Brown, G. T. L. (2010). 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