Dr. Truphena Oduol
Pan Africa Christian University, Kenya: 0727744268
Corresponding Author: firstname.lastname@example.org
The upsurge of ethical malpractice in schools has renewed interest in the ethical dimension of education. Professional ethics codes have become crucial elements for regulating the conduct of teachers globally. The value and prevalence of these frameworks vary across professions and contexts especially in developed and developing countries. This study examined how professional codes of ethics for teachers in New Zealand and Kenya shape the ethical conduct and responsibilities of teachers across the two contexts. The objectives of the study were to examine (a) what the purpose the codes serve (b) the ethical values, principles and standards engrained within each to better understand the perspectives that inform their development and commitment to ethical conduct. A qualitative design was used, and written codes of ethics for each country, relevant documents and the tacit knowledge of researcher were the primary sources of data. The data were downloaded from the relevant online websites of the two countries and relevant literature sources derived from credible data bases and subjected to content analysis. The findings demonstrate the varied approaches available for managing teachers ethical conduct through codes of ethics thus, the Teacher’s Council, New Zealand relies on an aspiration code of ethics while the Teachers service, Kenya’s a regulatory or compliance-based code. The results suggest that when codes of ethics are constructed with the teacher’s purpose in mind, they are likely to inform their commitment to ethical practice. While contributing to theory and policy, these findings should stimulate further dialogue that can enhance the constructive development of relevant ethical frameworks for managing teacher ethical conduct in schools in Kenya.