The Status of Teachers’ Professional Development and Code of Ethics: The Case of Madda Walabu University—Ethiopia

摘要

The purpose of the study is to investigate the status of teachers’ professional development and code of ethics in Madda Walabu University. The study is guided by positivism and constructivism. Mixed method (both quantitative and qualitative) is employed in the study. The researcher has collected questionnaire randomly from 196 of the university teachers (176 males and 20 females). To substantiate the study in-depth interview was collected from 8 purposely selected academic leaders. Moreover document analysis was made by interpreting semester, annual and strategic plan. The result of the study indicated, the majority of the teachers luck professional skills of teaching and pedagogy. The majority replied that they are not attributed to attractive salary and other monetary incentives. There is loose bond between the teachers and the students. Some teachers reflect unpleasant emotion, anger and frustration towards the students. Most are not concerned with the issues of student discipline 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.