The role of professional ethics of teachers in improving student achievement motivation

This study focused on the role teachers’ professional ethics on of students’ achievement motivation. Hence, this study examined the relationship between the variables of teacher's professional ethics and intrinsic and extrinsic motivation of secondary school teachers in the form of structural equation modeling.
The sample size consisted of 600 high school boys and girls’ students and 120 teachers using Cochran sampling formula with five percent sampling error. The subjects were selected using multistage cluster sampling. To gather research data two questionnaires were used to evaluate the professional ethics of teachers (made by researchers) and student’s achievement motivation (Valrand, 1992). The reliability of the questionnaires was confirmed through Cranach’s alpha coefficient. The content Validity of the questionnaires was confirmed by experts.
Findings: Using analysis, structural equation modeling, the relationships between variables of teacher’s professional ethics and student’s achievement motivation were tested. The results showed that the experimental model has good fitness and there are positive significant relationship between professional ethics and internal and external achievement motivation. In addition, the results indicated there was significant difference in the scores of teacher's professional ethics on the basis of gender, educational level and type of school (urban-rural). Average scores of female teachers’ professional ethics significantly were higher than male teachers and the average scores of professional ethics (respect, trust and non-discrimination) in rural teachers were higher than urban teachers.