A professional code of ethics is often designed to enhance relationships between professionals and the people they serve (Hutchings, Reese & Stern, 2018). The model code of ethics for educators defines how educators perceive their profession when providing educational institutions.
What aspects of each of the codes do you perceive as being most significant and why?
A significant aspect found in the model code of ethics for educators (MCEE) is that it emphasizes the need for educators to remain selfless while providing services to their subjects. The Code states that all educators should not, in any instance, use their positions for personal gain (Hutchings, Reese & Stern, 2018). They should also avoid any impropriety and consider the plight of every individual in need of their services. Also, taking the responsibility of identifying conflicts between individuals or organizations is an important aspect of the MCEE that educators should adhere to (Hutchings, Reese & Stern, 2018). Since every institution is bound to experience conflict between individuals or an entire organization, educators should take the responsibility of resolving disputes before they advance to greater problems.
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Similarly, in the Mississippi model code of ethics for educators, the aspect of educators maintaining the confidentiality of the institution and students stands out. They are required to ensure that all information about students and board policies in the institutions are protected at all times. Additionally, the principle prohibiting the use of alcohol and drugs by educators is important. Drug-free educators make unimpaired decisions that may influence the quality of services they offer their students.
Is there anything left out of each of the codes that you believe should be added? If so, why?
On the contrary, the MCEE does not include the social responsibility of educators outside the learning institutions. As educators, they are representatives of the institutions they work in. Therefore, there should be a principle outlining their expected behaviors and code of conduct outside the learning institutions (Zawacki-Richter et al., 2019). Although the MCEE mentions the responsible use of technology by educators, it fails to mention the responsible use of other learning materials that could be misused by educators. The Mississippi MCEE also fails to mention educators' code of conduct while working outside their institutions. The relationship between educators and the surrounding community should be prioritized as it is essential for maintaining an institution's reputation.
Which codes do you believe are most often violated? Why?
One of the most violated principles in the MCEE includes irresponsible use of technology by educators. In the modern era, technology is used by millions of people globally (Shapira-Lishchinsky, 2018). Therefore, most educators fail to observe the professional code of ethics defining mobile phones' responsible use. For instance, the use of social media while in school is often violated, whereby most of the educators spend time on social media trying to maintain communication with people acquainted with them (Shapira-Lishchinsky, 2018).
Additionally, the principle of the use of alcohol and drugs is often violated in most parts of the United States. Although the MCEE considers the use or possession of drugs and alcohol as a violation of the code of ethics, most educators still use them even within the education premises. The violation of this principle should be accompanied by stringent punishments, including suspension or expulsion from duty. The introduction of such and similar policies would increase the awareness of the need to avoid drug and alcohol use by educators.
References
Hutchings, T., Reese, C., & Stern, J. (2018). Alignment Between the ProEthica® Program and the Model Code of Ethics for Educators.
Shapira-Lishchinsky, O. (2018). The US Code of Ethics for Educators: A Case Study. In International Aspects of Organizational Ethics in Educational Systems . Emerald Publishing Limited.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). A systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education , 16 (1), 1-27.
