Legislating Morality: Codes of Ethics and Sanctions Related to Teacher Misconduct
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Authors
Warnock, Larina Michelle
Issue Date
2018-04-25
Volume
Issue
Type
Thesis
Language
en_US
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Abstract
The lack of quantitative studies about the way systems affect teacher misconduct means management systems are not evidence-based, a situation that places students in harm’s way. This study sought to fill that gap and provide a set of evidence-based recommendations for policymakers, teacher credentialing agencies, and school district personnel to manage teacher misconduct. The study analyzed teacher credential sanction data in 12 states over a 10-year period. The author used zero-inflated negative binomial regression and determined that the legislated status and nature of codes of ethics for teachers, average annual teacher salary, states’ right to work status, and union coverage had a relationship with sanctions. Additionally, Kruskal-Wallis H tests determined that there are statistically significant differences in the number of sanctions between school districts in some states. The author recommends implementation of the E-CED approach — ethics codes, ethics education, and ethics data management to better manage teacher misconduct.|Keywords: Teacher misconduct, codes of ethics, public education, organizational misbehavior, ethics
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Citation
Publisher
Creighton University
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Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.