Open Access Library Journal

2020, Volume 7, e6367

ISSN Online: 2333-9721
ISSN Print: 2333-9705

The Status of Teachers’ Professional

Development and Code of Ethics:
The Case of Madda Walabu University
—Ethiopia

Awol Ahmed Mohammed

Department of Educational Planning and Management, College of Education and Behavioural Studies, Madda Walabu University,
Bale Robe, Ethiopia

How to cite this paper: Mohammed, A.A. Abstract

(2020) The Status of Teachers’ Professional
Development and Code of Ethics: The Case The purpose of the study is to investigate the status of teachers’ professional
of Madda Walabu University—Ethiopia. development and code of ethics in Madda Walabu University. The study is
Open Access Library Journal, 7: e6367.
guided by positivism and constructivism. Mixed method (both quantitative
https://doi.org/10.4236/oalib.1106367
and qualitative) is employed in the study. The researcher has collected ques-
Received: April 27, 2020 tionnaire randomly from 196 of the university teachers (176 males and 20
Accepted: June 15, 2020 females). To substantiate the study in-depth interview was collected from 8
Published: June 18, 2020
purposely selected academic leaders. Moreover document analysis was made
Copyright © 2020 by author(s) and Open by interpreting semester, annual and strategic plan. The result of the study
Access Library Inc. indicated, the majority of the teachers luck professional skills of teaching and
This work is licensed under the Creative pedagogy. The majority replied that they are not attributed to attractive salary
Commons Attribution International
and other monetary incentives. There is loose bond between the teachers and
License (CC BY 4.0).
http://creativecommons.org/licenses/by/4.0/ the students. Some teachers reflect unpleasant emotion, anger and frustration
Open Access towards the students. Most are not concerned with the issues of student dis-
cipline and far from sharing responsibility and risk taking. The professional
competence of teachers has to be improved by providing capacity building.
The university should draft strategy so that teachers develop positive and
ethical relation towards the students.

Subject Areas
Education

Keywords
Status, Teachers, Professional Development, Code of Ethics

DOI: 10.4236/oalib.1106367 Jun. 18, 2020 1 Open Access Library Journal

 A. A. Mohammed

1. Introduction
Teachers are identified as the most important for determining students’ achieve-
ment and learning. Updating teacher’s knowledge and skills through professional
development is one of the factors for effective quality of education [1] [2]. Ac-
cording to [3] teacher development programs should not be of a one-size-fits-all
nature, but rather the design and content of the program must take into account
the context in which the program is to take. On the other hand [4] states, teacher
education must adopt a bottom-up approach where the starting point is an in-
ternal view, arising from the teachers themselves, rather than the external. Ac-
cording to him top-down approach would leave the teachers feeling that they
have no real personal investment in the program and that makes the teachers
should be less committed.
Well planned and continual personal initiated professional development
yields more effective professional learning than one-shot workshops and confe-
rences. If teachers are whole heatedly intrinsically initiated the development ac-
tivities could be enhanced. Teacher’s self-initiated professional development en-
hances teachers’ self-reflection whereby teachers control their professional expe-
riences and teachers should be engaged in problem solving activities [5]. More-
over [6] argues supporting academic staff in the area of new and improved ways
of teaching and to deepen their understanding of how students learn is a chal-
lenge for educational developers. According to him, educational developers
should rely more to facilitate the intellectual and professional growth of teachers.
Teaching is a profession that is a mother of all occupations. A teacher is like a
potter who delicately shapes our impressionable minds and molds it into a ves-
sel. Teacher’s personalities should include the satisfaction of helping others, ga-
thering and sharing information, pertinent command over written and oral
communication skills, team skills and positive attitude to bring valuable change
in the society. Teaching profession has always been one of the most respected in
the world. A real teacher should possess professional pedagogical skills and in-
novative technologies.
Similar to this notion [7] argues, teaching is not just about teaching some-
thing, it is about teaching someone. Teaching is thoughtful, considerate and
kindly, not just technical and cognitive. Lecturers in higher education have the
potential to enhance the quality of education by bringing updating the curricu-
lum and inspiring students to curiosity and self-directed learning. Further he
pointed out some of the key principles that are pertinent to teaching in higher
education like the following:
• Provide opportunities for professional dialogue
• Acknowledging the complexity of learning and teaching
• Seeking improvements in the classroom
• Promoting collaboration among the university communities
• Creating an environment of trust and mutual respect
• Developing a culture of inquiry

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 A. A. Mohammed

• A realistic understanding of how external realities affect the university con-

texts
The concept of professional development of teacher covers a broader aspect
than the career development or the staff development aspect. When looking at
professional development one must examine the content of the experiences, the
process by which the professional development will occur, and the context in
which it will take place [8].
Conceptualization of teachers’ knowledge provides the base of teacher educa-
tion curriculum. A teacher should possess subject content knowledge and gener-
al pedagogical knowledge. Teachers share a significant responsibility in prepar-
ing young people to lead successful and productive lives.
The study by [9] in Payamenoon, the University of Iran, the teaching compo-
nent of professional ethics has high correlation with the students’ academic
progress. In this study the opinion from the students outshine that professors
have prior preparedness for teaching, have the necessary mastery to present the
subjects, are timely and organized in educational and classroom matters and al-
locate sufficient time for resolution of student’s class problems and can create
educational motivation in students.
[10] argues that, due to their influential role in their surrounding environ-
ment, teachers are required to be equipped with ethical science and behavior,
and be familiar with ethical principles. Teachers with professional ethics will
make attempts to enhance such factors as physical, mental, intellectual, social
responsibility, commitment, modesty, honesty, creativity, accuracy, bravery, love
and respect, being thoughtful and tolerance, behaving just and equal, generosity
and flexibility among students.
The study by [11] [12] the following problems of teacher education were clearly
observed in the program of B.Ed Degree in Indra Prasta University—India:
• Poor quality of teacher education leads to unsatisfactory quality of learning
in schools.
• Ethical deterioration in education system is rapidly spreading corruption.
• Privatization of educational institution is also taken as another cause for de-
clining ethical values in education.
• The political interference is largely responsible for misuse of human resource
management in education. Political parties often use many teachers as their
party workers and the teachers also participate willingly in politics.
• Teachers should also avoid letting unrelated factors or personal biases which
affect their grading of student assessments.
• Although teachers are role models of students respected personality, simul-
taneously there are also teachers that are mostly absent from classes provid-
ing negative role models for students.
• Unpleasant emotions, anger, frustration and hate between the teachers and
the students.
• Innovative teaching partially may get resistance.

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 A. A. Mohammed

• Updating of self may get resistance.

• Low respect in the community.
• Less link and bond between the teachers and the parents.
According to [13] the professional ethics of teachers in the university should
include overall student development, content competence, confidentiality and
respect for colleagues. Never the less, valid assessment of the students and re-
spect for institutions are the other attributes that should be taken into account.
The Ministry of Education of Ethiopia has launched a program called Teacher
Education System Overhaul (TESO). The program was designed in such a way
to solve the program that is associated with the teaching learning process in the
university and teacher education colleges. The emphasis of the program content
was to develop the culture of active learning and problem solving approach in
the universities. The package program was divided into further program imple-
mentation. To substantiate the program Higher Diploma Program (HDP) was
drafted that can help the teachers in the university to cope up with student cen-
tered approach. Accordingly, successful completion of the one year High-
er-Diploma Program training was designed for receiving a teacher license with-
out which no one can join or stay in the teaching profession [14]. The program
was used to be practiced in the Ethiopian universities for nearly 10 - 15 years
according to the difference of their establishments. The New generation univer-
sities adopted and launched the program earlier not more 10 years including
Madda Walabu University. However, according to the study by [15] the program
couldn’t be successful because of various reasons. The majority of the teachers
couldn’t bring change and continued to teach the traditional method of teach-
ing. The clear short comings observed includes, mainly prefer to teach by the
lecture method, large class size, lack of instructional materials and miss-match
between the course content and time allotted.
In Ethiopia the government has drafted and designed continuous professional
Development (CPD) program in order to improve the quality of the teacher
education. The program was drafted to improve the performance of the teaching
learning of the country. It was a career-long process of improving knowledge,
skills and attitudes centered on the local context and classroom practice. The
aim was to improve the performance of teachers in the classroom. It focused on
subject knowledge, pedagogy and improving classroom practice. It is updating
and upgrading in which every teacher can participate.
This program was encountered with so many challenges such as level of
teacher’s professional development of teachers, lack of facilities and luck of pro-
found organization that includes materials and budget [16]. [17] has listed some
of the challenges encountered like the following:
• Cluster resources not well organized
• Failure to synchronize the career structure and the CPD values and activities
• Time constraint for the teachers and the program leader to effectively im-
plement the program

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 A. A. Mohammed

• Luck of coordination between the concerned stake holders and institutions

• Luck of resources and expertise
To the knowledge of the researcher, in the Ethiopian universities including
Madda Walabu University there are various complaints about the teaching pro-
fession and the code of ethics. It is not uncommon to come across luck of moti-
vation and problems of moral obligation on the part of most of the teachers.
There is loose bond between the teachers and the surrounding community. Not
implementing innovative teaching and improper methodology is clearly ob-
served. Students are left without being given classwork and projects. Teachers
mostly absent themselves from school duties; luck of discipline was seen on the
part of students and teachers not giving the proper ethical conduct relation.
Moreover the researcher has not come across a study that is not directly con-
nected with the issues of teacher’s professionalism and code of conducts in
Madda Walabu University. Even the researcher has not come across in-depth
oriented study that is clearly and directly connected with the issues of teachers’
professionalism and code of ethics in Ethiopian universities. Because of this and
other, the researcher is convinced to study the status of teacher’s professionalism
and code of ethics in Madda Walabu University. The main purpose of this study
is to explore the status of teachers’ professionalism and code of ethics in Madda
Walabu University. Based on this the following specific research questions are
entertained:
• To what extent does Madda Walabu University practice the essence of teach-
er’s professional development?
• What are the challenges of code of ethics in Madda Walabu University?
• What are the main reasons for the luck of motivation and commitment on
the part of the teachers?
• What are the strategic solutions to alleviate the problem?

2. Research Design and Methods

The study employed mixed methods (both quantitative and qualitative). The
mixed method refers to an emergent methodology of research that advances the
systematic integration [18]. According to them, research design is the set of me-
thods and procedures used in collecting and analyzing measures of the variables
specified in the problem research.
The methodological approach of this study is phenomenology which is the
description of phenomenon as it presents itself awareness. This study is guided
by positivism and constructivism. Positivism is the view that all true knowledge
is persuaded by scientific method and constructivism claims that meaning does
not exist in its own, rather adjusted by human beings as they instruct and engage
in interpretivism. Descriptive research was used as a quantitative whereas phe-
nomenology as qualitative.
In this study closed ended questionnaire was used as a quantitative instrument
to collect information from the teachers in the university. According to [19]

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 A. A. Mohammed

close ended questions limit respondents’ answers to the survey. The participants
are allowed to choose from pre-existing set of dichotomy answers such as
Yes/No, True/False, Agree/Disagree. The most common of the ranking scale
questions is called the Likert scale. Closed questions and its question types are
critical for collecting survey responses within a limited frame of option close
ended questions are the foundation of all statistical analysis. When considering
the content of questionnaire, the most important consideration is whether the
content of the questions will elicit the kinds of questions necessary to answer in-
itial research questions:
• The type of answers we would like to get from respondents
• To avoid superfluous/not relevant questions
• Enough prior information/context for the set of questions
• Bing relevant, standardized to the sample
• To put oneself in the place of respondents shoes
In this respect the content of the closed questionnaire in this study mainly
stress, pedagogical knowledge and skills, higher degree of teachers professional-
ism, how to build student discipline, to exercise code of ethics in the university
community, the university teachers towards building the students with good
moral character and future lives, academic openness, trust, integrity and honesty
of teachers towards the students.
Basic principles of designing good questionnaire should meet the research ob-
jectives, prevalence of accurate information, organization of the flow, simple,
short and precise, logically ordered and drafted with simple language [20]. The
researcher has collected questionnaire from 196 of the university teachers (Males
176 and Females 20) and this is based on the five item Likert scale. In this study
the target population is 595 to which the researcher wishes to generalize the
study. However, the accessible population 385 is used as a subset of the target
population in which the researcher has a reasonable access. To determine the
sample size, the following statistical Formula [21] is used in line with the context
of this study
N
n=
1 + Ne 2

n = Sample Size
N = Population Size (385)
e = Margin Error e = 0.05 based on the research condition
385
n=
1 + 385 × 0.052
385
n=
1 + 0.9625
385
n=
1.9625
n = 196

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 A. A. Mohammed

A Likert scale is an individual statement or question which asks an individual

statement or question which asks a person to indicate the extent to which they
agree by choosing one of several ranked options. Likert scale usually offers par-
ticipants a choice between 5 and 7 ranked options, with the middle option being
neutral. Likert scale can help respondents to understand easily and respond for a
larger study [22] [23]. Accordingly the questionnaires were gathered from 196
respondents. Besides, in-depth interview was used to collect information from 8
academic personnel (colleges and departments). Document analysis was enter-
tained by interpreting different documents within the university.

2.1. Target Population and Sample of the Study

In statistics a population is an entire group about which some information is
required to be ascertained. In descriptive study it is customary to sort out a
study population and then make observations on a sample taken from it [24].
A sample is any part of the fully defined population. The sample has to be rep-
resentative. A representative sample is one in which each and every member of
the population has an equal and mutually exclusive chance of being selected
[25].
In Madda Walabu University which is one of the universities in Ethiopia there
are 9 colleges out of which 6 colleges were taken randomly as an accessible pop-
ulation. The 6 colleges were, Medical Health College, Natural Science and
Computational, Engineering, Business and Economics, Social Science and Edu-
cational and Behavioral Science. In this study the target population is 595 to
which the researcher wishes to generalize the study. However, the accessible
population 385 is used as a subset of the target population in which the re-
searcher has a reasonable access. To substantiate the study semi-structured in-
terview was made to collect information from the purposely selected 8 academic
leaders. In line with this [26] stated, time and resources may not allow conduct-
ing a large number of semi-structured interview, then it is important to get the
perspective of more than just a few people such as key leaders and board mem-
bers. The interview can allow the respondents to freely explain their own view
with freed to provide reliable and comparable data [27]. Moreover document
were checked by interpreting mission statements, semester and annual reports,
strategic plan and other teacher related information in the university. According
to [28] document analysis is a form of qualitative research in which documents
are interpreted by the researcher to give voice and meaning around an assess-
ment topic.

2.2. Date Gathering Instruments

Pilot study was made with 9 lecturers. This can assist the researcher in deter-
mining the flows of limitation and weaknesses. The researcher has used Cron-
bach Alpha to check the stability and consistency of the reliability. The sample
questions were administered to those teachers that are found out of the sampled

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 A. A. Mohammed

colleges. To validate the instrument the researcher submitted the question to the
concerned teacher education experts. Based on this, pilot analysis of items total
correlation below 0.25 and above 0.8 were discarded.

2.3. Methods of Data Analysis

The researcher analyzed the data using both quantitative and qualitative tech-
niques. Quantitative data was done by using SPSS Version 20 to calculate per-
centage, mean, standard deviation, chi square and t-test. Qualitative data were
organized by using in-depth interview and document analysis. The result from
the qualitative data was processed by using thematic analysis.

3. Results and Discussion

This is devoted to the presentation analysis and interpretation of the results. The
analysis is based to sort out the extent to which the teachers reacted to the status
of professional development.

3.1. The Status of Teachers Professional Development in Madda

Walabu University
DD = Definitely disagree = 1 DS = Disagree somewhat = 2 UD = Undecided = 3
AS = Agree somewhat = 4 DA = Definitely agree = 5.
In this study 1 and 2 are taken as (disagree) and 4 and 5 are taken as (agree).
The overall result of x2 is greater than critical value (1, 0.05) which is 3.84, the
pre-determined alpha level of significance is (0.05) and degree of freedom (df) is
1.
Total respondents are 196 (Male 176 and Female 20).
Table 1 depicts the teachers’ response to the topic under study. The table
shows, the overall Pearson chi-square 100.362 is by far greater than the critical
value (1, 0.05) which is 3.84. This indicates that there is less practice of teachers’
professional development in Madda Walabu University. Side by side the overall
average P. value .00375 is less than the conventionally accepted significance dif-
ferences level of 0.05 (0.05 p < 0.05). This indicates there is statistically signific-
ance difference between the age differences of the teachers and the status of
teachers’ profession in the university. Officially the chi-square statistic used in
the test of independence is labeled Pearson chi-square. The statics can be eva-
luated by comparing the actual value against a critical value found in a
chi-square distribution.
It can be seen from Table 1 item No 1 the Pearson chi-square 146.78 which is
by far greater than the critical value (1, 0.05) = 3.84. Table 1 item No. 1 depicts
that the majority (84.50%) of the teachers having an age from 20 - 30 agree
somewhat or definitely agree that the university teachers have adopted the skills
of teacher education. For the same item the majority (100%) teachers having an
age from 41 - 50 and 51 and above definitely disagree or disagree somewhat with
the idea that the teachers have adapted the status of teacher education.

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 A. A. Mohammed

Table 1. Chi square test for professional development.

Age Chi
No Items P value
20 - 30 31 - 40 41 - 50 51 and Above Square

DD/DS 9.10% 85.90% 100.00% 100.00%

Most of the teachers in University have
1 UD 6.40% 14.10% 0.00% 0.00% 146.78 0.000
adapted the skills of teacher education
AS/DA 84.50% 0.00% 0.00% 0.00%

DD/DS 84.50% 90.10% 100.00% 100.00%

The teachers in the university are highly
2 attributed to attractive salary and various UD 2.70% 9.90% 0.00% 0.00% 16.51 0.011
financial incentives.
AS/DA 12.70% 0.00% 0.00% 0.00%

DD/DS 8.20% 85.90% 91.70% 100.00%

There is strong bond and link between the
3 UD 2.70% 12.70% 8.30% 0.00% 151.11 0.000
university teachers and the students.
AS/DA 89.10% 1.40% 0.00% 0.00%

DD/DS 50.00% 5.60% 16.70% 33.30%

In the university teachers with high UD 11.80% 8.50% 16.70% 33.30%
4 academic qualification demonstrate a 47.59 0.000
higher degree of teacher professionalism.
AS/DA 38.20% 85.90% 66.70% 33.30%

DD/DS 10.00% 90.10% 66.70% 100.00%

The university teachers are highly skilled
5 with motivating and supporting their UD 13.60% 8.50% 25.00% 0.00% 130.36 0.000
students.
AS/DA 76.40% 1.40% 8.30% 0.00%

DD/DS 8.20% 97.20% 83.30% 66.70%

The university teachers are cultivated with
6 deep knowledge of education and innovative UD 10.90% 2.80% 16.70% 33.30% 154.7 0.000
technology skills.
AS/DA 80.90% 0.00% 0.00% 0.00%

DD/DS 9.10% 90.10% 100.00% 66.70%

The teachers are concerned with the needs
7 of the learners which are backed by feedback UD 7.30% 8.50% 0.00% 0.00% 140.62 0.000
and confidence.
AS/DA 83.60% 1.40% 0.00% 33.30%

DD/DS 77.30% 95.80% 100.00% 100.00%

The Departments in the university ensure
8 that teachers are informed about possibilities UD 8.20% 2.80% 0.00% 0.00% 15.23 0.019
of updating their knowledge and skills.
AS/DA 14.50% 1.40% 0.00% 0.00%

Overall Average 100.362 0.00375

For this item the result from the interview and document analysis supports the
idea of those teachers with the age from 41 - 50 and 51 and above. Most of the
teachers in the university don’t have the skills of teacher education.
Table 1 item No 2 depicts that the majorities (84.50%, 90.10% and 100%) of
the f teachers definitely disagree or disagree somewhat with the idea that the
university teachers are attributed to attractive salary and financial incentives.
Most of them confirm that the salary and the monetary incentives are not attrac-
tive. As it is shown in Table 1 item No 3 the majority (89.10) of the teachers
agree somewhat or definitely agree with the idea that there is strong bond and

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 A. A. Mohammed

link between the university teachers and the students. For the same item
(91.70%, 100%) of teachers having the age 41 - 50 and 51 and above confirmed
there is no strong link or bond between the teachers and the students. As it is
shown in Table 1 item No 4 the majority 50% of the teachers with the age 20 -
30 definitely disagree or disagree somewhat that the university teachers with
high academic qualification demonstrate higher degree of teacher’s professional-
ism. On the other hand (33% 0%) 0f the teachers of the age 51 and above con-
firm the idea that higher degree of teaching professionalism is reflected both for
the senior and the new teachers.
The Pearson chi-square for Table 1 item No 5 130.36 is by far greater than the
critical value (1, 0.05) = 3.84. The result from the teachers outshine that the uni-
versity teachers are less skilled and less motivated towards supporting the stu-
dents in the university. Table 1 item No 6 depicts that the majority (80.90%) of
teachers replied that the university teachers are cultivated with deep knowledge
of education and innovative teaching skills. However (83.30% and 66.70%) of
the teachers having the age from 41 - 50 and 51 and above reject this idea by
responding that most of the teachers are not cultivated with deep knowledge of
teaching and innovative skills. The result from the qualitative data is in line with
the idea that most of the teachers luck higher professional teaching skills.
The Pearson chi-square for Table 1 item No 7 is 140.62 which is by far greater
than the critical value (1.0.05) = 3.84, indicating that there is less feedback and
support of teachers towards the students. Similarly in Table 1 item No 8 the
majority (100%) of the teachers age 41 - 50 and 51 and above replied there is less
follow up of the department leaders in the university towards supporting the
teachers to professionally update their knowledge and skills. The result of the
interview from the 8 academic leaders clearly outshine that most of the teachers
are not adopted with the proper training skills and the bond between the teach-
ers and the students is not satisfactory. The document analysis from semester,
annual reports and the strategic plan outshine that there is less practice of teach-
er education that call for high attention and technical attribute.

3.2. Sample t-Test for Teachers Professional Development

The sample t-test is the best choice for assessing whether the measure of central
tendency and the mean is different from a hypostasized value. Accordingly, in
this study the teachers t-test was used in real life to compare the means. The
t-test was employed to determine whether there are significant differences be-
tween the different ages of the respondents and the status of teacher’s profes-
sional development.
As it can be seen from Table 2 the result of the sample t-test teachers revealed
that the grand mean score of teachers (1.852) is significantly lower than the ex-
pected mean value (2) at t = −4.103, df = 195, p < 0.05.
The content of the t-test reveals that there is less practice of teachers profes-
sional development in Madda Walabu University. Most of the teachers are not

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 A. A. Mohammed

Table 2. Sample t-test.

One-Sample Test

Test Value = 2
95% Confidence Interval
No Items Sig.
t df Mean SD of the Difference
(2-tailed)
Lower Upper

Most of the teachers in University have adapted

1 0.522 195 0.602 2.0357 0.95743 −0.0992 0.1706
the skills of teacher education.
The teachers in the university are highly
2 attributed to attractive salary and various −20.581 195 0.000 1.1939 0.54834 −0.8834 -0.7289
financial incentives.
There is strong bond and link between the
3 1.109 195 0.269 2.0765 0.96570 −0.0595 0.2126
university teachers and the students.
In the university teachers with high academic
4 qualification demonstrate a higher degree of 3.928 195 0.000 2.2551 0.90934 0.1270 0.3832
teacher professionalism.
The university teachers are highly skilled with
5 0.000 195 1.000 2.0000 0.93918 −0.1323 0.1323
motivating and supporting their students.

The university teachers are cultivated with deep

6 knowledge of education and innovative −0.075 195 0.941 1.9949 0.95808 −0.1401 0.1299
technology skills.

The teachers are concerned with the needs of

7 the learners which are backed by feedback and 0.444 195 0.658 2.0306 0.96560 −0.1054 0.1666
confidence.

The Departments in the university ensure that

8 teachers are informed about possibilities of −18.176 195 0.000 1.2296 0.59342 −0.8540 -0.6868
updating their knowledge and skills.

Overall Average -4.103 195 0.433 1.852 0.854 −0.268 −0.027

<2 = Disagree, 2 = Undecided, >2 = Agree.

adopted with the required teaching professional skills and pedagogical know-
ledge. Moreover the result clearly depicts, there is no strong bond between the
university teachers and the students.

3.3. Teachers Code of Ethics in Madda Walabu University

DD = Definitely disagree = 1 DS = Disagree somewhat = 2 UD = Undecided = 3
AS = Agree somewhat = 4 DA = Definitely agree = 5.
In this study 1 and 2 are taken as (disagree) and 4 and 5 are taken as (agree).
Most of the items are greater than X2 critical value (1, 0.05) which is 3.84, the
pre-determined alpha level of significance (0.05) and degree of freedom (df) is 1.
The total for male respondents is 196 (Male 176 and Female 20).
From Table 3 one can see the overall Pearson chi-square 124.304 is by far
greater than the critical value (1, 0.05) = 3.84 that indicates there is less practice
of the implementation of code of ethics in Madda Walabu University. Although
teachers must be role models for their students, side by side there are also some
teachers that are mostly absent from classes providing negative role models for

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 A. A. Mohammed

Table 3. Chi square test for teachers code of ethics.

Age
No Items Chi Square P value
20 - 30 31 - 40 41 - 50 51 and Above

DD/DS 8.20% 97.20% 100.00% 66.70%

Most of the teachers in the university
1 are highly concerned with student UD 3.60% 2.80% 0.00% 33.30% 164.6536 0.000
discipline.
AS/DA 88.20% 0.00% 0.00% 0.00%

The teachers in the university are DD/DS 11.80% 94.40% 100.00% 100.00%
endowed with great trust to prepare
2 UD 0.00% 5.60% 0.00% 0.00% 152.4396 0.000
students for good moral character and
future lives. AS/DA 88.20% 0.00% 0.00% 0.00%

DD/DS 8.20% 94.40% 100.00% 100.00%

The teachers in the university are with
3 high moral standard towards the UD 2.70% 5.60% 0.00% 0.00% 157.2903 0.000
community and the students.
AS/DA 89.10% 0.00% 0.00% 0.00%

DD/DS 6.40% 91.50% 66.70% 66.70%

Most of the teachers in the university are
4 ready for academic openness, trust, UD 12.70% 4.20% 0.00% 0.00% 134.3676 0.000
integrity and honesty.
AS/DA 80.90% 4.20% 33.30% 33.30%

The teachers are following such stand DD/DS 2.70% 5.60% 33.30% 33.30%
that the role of the teachers is greatly
5 UD 16.40% 64.80% 66.70% 66.70% 80.01012 0.000
connected with pedagogy skills that the
student’s ability to learn effectively. AS/DA 80.90% 29.60% 0.00% 0.00%

DD/DS 10.90% 97.20% 91.70% 100.00%

The university teachers are strictly
6 following responsibility and risk taking UD 37.30% 1.40% 0.00% 0.00% 141.867 0.000
towards the students.
AS/DA 51.80% 1.40% 8.30% 0.00%

DD/DS 72.70% 84.50% 100.00% 100.00%

The university has arranged such a
7 mechanism that teachers observe other UD 13.60% 15.50% 0.00% 0.00% 15.64999 0.016
teachers classes and provide feedback.
AS/DA 13.60% 0.00% 0.00% 0.00%

DD/DS 13.60% 81.70% 100.00% 100.00%

Great concern is exercised in the
8 university for understanding student’s UD 0.00% 16.90% 0.00% 0.00% 148.1587 0.000
behavior and classroom organization.
AS/DA 86.40% 1.40% 0.00% 0.00%

Overall Average 124.304 0.002

the students. Some teachers are also reflecting unpleasant emotions, anger, fru-
strations towards their students. The overall p. value 0.002 is less than the con-
ventionally accepted significance level of 0.05 which is (p < 0.05) elucidating
there is association between the age of the respondents and the implementation
of code of ethics. For Table 3 item No 1 the Pearson chi-square 164.6536 is by
far greater than the critical value (1, 0.05) = 3.84. The majority (88.20%) of
teachers from age 20 - 30 replied that most of the teachers are concerned with
the students discipline. On the other hand the majority (100% and 66.7%) of
teachers from age 41 - 50 and 51 and above responded that most of the universi-
ty teachers are not highly concerned with the discipline of the students. The re-

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 A. A. Mohammed

sult of the interview from the academic leaders is in line with the idea that the
most of the university academic leaders are not concerned with the discipline of
the students. Table 3 Item No 2 depicts there is opinion difference between the
different age groups. The item indicates the majority (100%) of teachers from
the age 41 - 50 and 51 and above have replied that there is less concern of the
university teachers towards building the students with good moral character and
future lives. Similarly Table 3 item No 3 depicts the majority (100%) of the
teachers age 41 - 51 and 51 and above replied that there is less concern of the
teachers towards the community and the students. From Table 3 item No 4, the
descriptive result of the majority (80.90%) of teachers from the age 20 - 30 either
agree somewhat or definitely agree that most of the university teachers are ready
for academic openness, trust, integrity and honesty. For the same item the ma-
jorities (91.50, 66.70%, and 66.70%) of the teachers from age 31 - 40, 41 - 50 and
51 and above definitely disagree or disagree somewhat with the idea that teach-
ers are ready for academic openness and integrity.
As shown in Table 3 No 5 the answers from the teachers are controversial.
The majority (80.90%) of teachers from the age 20 - 30 replied that the universi-
ty teachers are acquainted with pedagogy skills. However 33.3% of the teachers
age 41 - 50 and 51 and above replied that most of the teachers luck pedagogical
skills. However the result from the interview confirmed that most of the teachers
luck skills of teaching methods and pedagogy. Table 3 item No 6 reveals that the
Pearson chi-square 141.867 is greater than the critical value (1, 0.05) = 3.84. The
item indicates most of the teachers luck responsibility and risk taking towards
the students. From Table 3 item No 7 the majority (100%) of teachers age 41 -
50 and 51 and above responded that, teachers don’t observe the classes of other
teachers and no experience exchange among them. Similarly Table 3 item No 8
reveals that the majority (81.70%, 100%, 100%) of the teachers age 31 - 40, 41 -
50 and 51 and above confirmed that, minimum concern is given by the univer-
sity for understanding students behavior and class room organization. The data
achieved from the interview indicates that less concern is given for the systemat-
ic implementation of code of ethics and most teachers don’t give higher concern
for the discipline of the students. No adequate strategy towards building stu-
dents moral character and future lives. The data further reveals, there is no
strong bond between the students, the teachers and the community.

3.4. The Result of t-Test for Teachers’ Code of Ethics

The t-test assesses whether the means of two groups are statistically different
from each other. This analysis is appropriate whenever you want to compare the
means of two groups and especially appropriate as the analysis for the post-test
only two groups randomized experimental design. The t-value will be positive if
the first mean is larger than the second and negative if it is smaller. Once you
complete the t-value you have to look it up in a table of significance to test
whether the ratio is large enough to say that the difference between the groups is

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 A. A. Mohammed

not likely to have a chance of finding [29].

Table 4 depicts that, the overall average of the mean square of teachers 1.973
is significantly lower than the expected mean value (2) at t = −0.68, df = 195, p <
0.05. The result of the content of the table reveals that most of the teachers in the
university are less concerned with student discipline. The teachers are not en-
dowed with necessary trust to prepare students with good moral character and
total lives. The result reveals adequate concern is not given by the university to-
wards implementing code of ethics. Some teachers reflect unpleasant emotions
and frustration towards the students and less concern is given towards building
students moral character and future lives.

3.5. Discussion
The purpose of this study is to investigate the status of Teachers Professional
Development and Code of Ethics in Madda Walabu University. Academic lead-
ers in the university should select teachers with particular sensitivity. They
should select teachers with having special scientific, ethical and personal charac-
teristics. This approach coincides with the study by [30] that teachers must pos-
sess good qualities and be free from unethical behaviors. Teachers need to

Table 4. The result of t-test for teachers code of ethics.

One-Sample Test

Test Value = 2
95% Confidence Interval
No Items Sig.
t df Mean SD of the Difference
(2-tailed)
Lower Upper
Most of the teachers in the university are highly
1 0.363 195 0.717 2.0255 0.98416 −0.1131 0.1642
concerned with student discipline.
The teachers in the university are endowed with great
2 trust to prepare students for good moral character and 0.144 195 0.886 2.0102 0.99223 −0.1296 0.1500
future lives.
The teachers in the university are with high moral
3 0.508 195 0.612 2.0357 0.98384 −0.1029 0.1743
standard towards the community and the students.
Most of the teachers in the university are ready for
4 1.122 195 0.263 2.0765 0.95502 −0.0580 0.2111
academic openness, trust, integrity and honesty.
The teachers are following such stand that the role of
5 the teachers is greatly connected with pedagogy skills 11.441 195 0.000 2.5000 0.61185 0.4138 0.5862
that the student’s ability to learn effectively.
The university teachers are strictly following
6 −2.958 195 0.003 1.8163 0.86939 −0.3061 −0.0612
responsibility and risk taking towards the students.
The university has arranged such a mechanism that
7 teachers observe other teachers classes and provide −16.690 195 0.000 1.2857 0.59914 −0.7987 −0.6299
feedback.
Great concern is exercised in the university for
8 understanding student’s behavior and classroom 0.589 195 0.557 2.0408 0.97052 −0.0959 0.1775
organization.
Overall Average −0.68 195 0.379 1.973 0.870 −0.148 0.096

<2 = Disagree, 2 = Undecided, >2 = Agree.

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 A. A. Mohammed

establish strong relationships with the learners and give them comprehensive
recognition in order to educate and purify them.
In Madda Walabu University most of the teachers luck professional skills of
teaching and pedagogy. The teachers should strive for better teacher education
skills. In line with this, the study by [31] states qualified and prospective teachers
are patient and loving against their students, not make any discrimination
among students and being a role model for them. The majority of the teachers
confirmed that they are not attributed to attractive salary and various financial
incentives. There is loose bond between the teachers and the students, failure of
implementing the teaching activity at classroom level, luck of adequate skill to
implement student centered methodology, large class size, shortage of instruc-
tional materials and miss match between the course content and the time allot-
ted were the critical challenges observed in the teaching learning of the universi-
ty.
The majority of the teachers reflected less concern towards building the stu-
dents good moral character and future lives. Most of the teachers are not ready
for academic openness and integrity. The teachers should give respect and moral
to the students. In line with this the study by [32] states that universities should
focus on the issues such as respect for colleagues, avoid ethnic, racial and demo-
graphic discrimination towards the students. Attention should be given that
students can build moral, scientific and professional capabilities. Moreover the
study reveals that some teachers reflect unpleasant emotion, anger and frustra-
tions towards the students. Most of the teachers are not concerned with building
the student discipline. The majority are far from sharing responsibility and risk
taking. The result of the data reveals, the university is with poor infrastructure
and scarcity of resources.

4. Conclusion
In the university the majority of the teachers luck the skills of teacher education
and not adequately cultivated with deep knowledge of pedagogy. The teachers
are not involved with motivating and supporting their students. Most com-
plaints are not attributed to attractive salary and other monetary incentives.
Some teachers are regularly absent from the classes. In general, the university
has not given the necessary concern to develop teachers’ code of ethics. Poor in-
frastructure and scarcity of resources are few of the many challenges.

5. Recommendation
On the basis of the foregoing findings from the empirical study, the following
recommendations are forwarded:
• The professional competence of the teachers has to be improved in order to
upgrade the quality of the teaching learning.
• The professional competence of the teachers has to be improved by providing
capacity building and upgrading the quality of the teaching learning.

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 A. A. Mohammed

• The curriculum for teacher education should be molded in a way so that it

focuses on core classroom and pedagogy skills.
• Ethical rules should be developed by the universities and that the teachers
and the students should be informed about the importance and implementa-
tion. Members of the university academic community such as faculties, col-
leges, teachers and students have responsibility to abide by external rules and
principles regarding academic freedom, intellectual integrity and fair and
respectful treatment of others. The faculties, colleges, departments, teachers
and students in the university should be guided by ethical rules and prin-
ciples that address their professional responsibility. The code aims to build
and maintain high professional and ethical standards among members of the
university community, strengthen loyalty, ensure the transparency and social
responsibility of the university activities. Teachers, students and others
demonstrate their loyalty to the university by respecting the basic principles
of implementing and maintaining its fundamental values. According to [33]
guiding principles and rules of ethics mainly stress, come to the highest level
of integrity and equity; to actively seek support when concerned about the
ethical issue and to pursue professional opportunities to acquire new ethical
knowledge and practices.
• The university should organize training of code of ethics that the teachers
should pay attention to the better buildings of the students’ moral character.
• The university should develop strategies so that teachers develop positive
ethical relation towards the students. Ethical values and principles in code of
ethics must have both cognitive and emotive elements. They must appeal to
reason as well as the environmental content of loyalty or professionalism.
Codes are most often associated with normative values and empirical ele-
ments are just as critical to making codes viable. Institutions with code re-
sponsibility need the right tools to ensure they have an impact. Those tools
can come in the form of laws, authorities and strategies [34].
• Without effective assessment strategies it is very difficult to maintain the long
term continuity of ethics codes. The importance of taking into account the
ethical dimension of academic life in universities is of paramount impor-
tance. Ethical codes, ethical comities, ethical audits, ethical education of staff,
technique to create an academic culture to the moral nature should be de-
signed and established. Establishing certain standards, strategies and prin-
ciples in ethics education may benefit all ethics program.
• The university should fulfill the required infrastructure and facilities so that
problems of large class size and materials could be solved.

Acknowledgments
Above all I would like to thank Allah (God), the Sovereign, the Great for the
guidance in the work of this article. I would like to express my gratitude to all
those who gave their time and assistance to the completion of this article.

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 A. A. Mohammed

Conflicts of Interest
I here declare “The status of teachers professional development and code of eth-
ics in Madda Walabu University” is my original work and that all the sources
that I used have been indicated and acknowledged by means of complete refer-
ences. The author is with full responsibility that could be raised and conflict of
interest of ownership, ethical and financial issues.

Limitation of the Study

Limitation of the study are constraints on generalizability, application to practice
and/ or utility of findings that are the result of the ways in which you initially
chose to design the study or the method used to establish internal and external
validity or the result of unanticipated challenges that emerged during the study
[32]. The following limitations are expected in this study:
 Since the study is confined to one university, the researcher assumes that it
lucks comprehensiveness.
 Luck of recent references, reliable data and size of sample are taken to be li-
miting factor.
 Other concerned bodies in Ministry of Education and the community are not
included in this study. This may limit the study.

Suggestion for Further Research

- The study could be replicated using larger sample and other additional data
samples.
- Those un-answered questions would become the more focus with the further
research.
- It is advisable and important if the study covers all the Ethiopian Universi-
ties. Teaching profession is an area of study that calls for further research,
investigation and scholarly outlook.

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