An exploration of teachers' ethics training

Abstract

The purpose of this exploratory case study was to explore and describe the experiences of seven teachers at a mainstream, secondary school in Johannesburg on the ethics training they received in their undergraduate years. The conceptual framework of this study was guided by constructs from the professional ethics perspective, deontological theory, consequentialist theory and virtue ethics. An interpretive paradigm and qualitative research methodology were used to understand participants’ experience of ethics training and how it equipped them to make ethical decisions in their daily work. Data were generated through a focus group and the findings suggested that the participants had contradictory experiences with some having received ethics training that was integrated into modules in their programme while others reported not receiving any ethics training at all. All the participants felt that their training was inadequate and they experienced feelings of uncertainty when required to make ethical decisions. In the absence of adequate training, they relied on cultural and religious beliefs, their personal values, their own understanding of right and wrong and the constitution to resolve ethical dilemmas. The participants recommended that future in-service and undergraduate ethics training should reflect the contexts in which they work. It should also emotionally equip them to manage moral stress and enable them to have an adequate understanding of their moral responsibilities.