Teacher codes of conduct
In particular, such codes aim to enhance the commitments, dedications, and efficiency of service of members of the teaching profession, and to provide self-disciplinary guidelines by establishing norms of professional conduct.
Plans for the improvement of the quality of education often focus on quantitative data like number of teachers by age/grade/status/level of qualifications and pupils/teacher ratios, rather than on ‘intangible inputs’. These ‘intangible inputs’, such as transparent systems for collecting and disseminating information, and professional and ethical commitments of teachers and staff, are however crucial to the delivery of quality education.
Codes are being developed in an increasing number of countries (view map) either by an autonomous body, as in Hong Kong, or by teacher organizations themselves, as in the province of Ontario in Canada. Research has shown that teacher codes can be an effective instrument for promoting ethics in education. However, their implementation sometimes proves difficult due to – among other variables – limited access, unclear content, and inadequate teacher training, as shown in IIEP’s research in South Asia (access publication).
To help countries in the design and implementation of teacher codes, IIEP has developed a web-based resource platform (which includes detailed guidelines, codes from more than 50 different countries, teacher training materials, relevant links, etc.). The platform also provides resources devised to assist countries that are in the process of developing their own codes, and willing to learn from international experience in this field.
Access the platform dedicated to teacher codes of conduct here.
Find out more
01.01.2009 | Publication
Guidelines for the design and effective use of teacher codes of conduct
01.01.2011 | Publication
Patterns of development and use of codes of conduct for teachers in 24 countries
28.11.2018 | Blog post
Teacher codes of ethics: How to account for an ethical culture in schools?