Studies in Indian Place Names (UGC Care Journal)

ISSN 2394-3114 Vol. 40 Issue 10, February 2020

JTA Multidisciplinary International Conference 2020,
Jamia Millia Islamia, New Delhi.
Conference Dates Feb 16-18, 2020
Venue of the Conference: Dr. M.A. Ansari Auditorium
Jamia Millia Islamia (A Central University), New Delhi –
110 025, India

Perception of Professional Ethics and Personal

Values of Student Teachers in Government and
Private Institutions
Ishrat Naaz
Assistant Professor, School of Education, Galgotias University, Greater Noida, Uttar Pradesh,
India
Email:Ishrat.naaz@yahoo.com, Ishrat.naaz@galgotiasuniversity.edu.in

Abstract
The teacher is a pillar of the educational system, creator of the mankind and the architect of the society.
Therefore, the Education Commission (1964-66) observed that, “the destiny of the nation is being shaped
in her classrooms.” National Policy on Education 1986 emphasized, “The status of the teacher reflects
the socio-cultural ethos of the society; it is said that no people can rise above the level of its teachers”.
Such incitements are undeniably a countenance of the imperative role played by the teachers as
transmitters, facilitators, inspirers and promoters of man’s eternal pursuit for knowledge (NCFTE, 2010).
The present study was carried out with the objectives of exploring perceptions of professional ethics and
personal values of student-teachers in government and private Teacher Education Institutions of Delhi
and NCR. Descriptive survey method was being adapted where data from 400 student-teachers was
collected from four government and four private TEIs of Delhi and NCR through random sampling
technique. Professional Ethics Perception Scale for student-teachers (PEPSST) was constructed and
standardized by the researcher whereas for personal values, Personal Value Questionnaire (PVQ) by
Sherry and Verma (2006) were used. The analysis and interpretation of the raw data lead to certain
inferences. Strong positive perception towards professional ethics was found for both government
(M=133.9) and private (M=126.3) TEIs. It was also found that student-teachers of all four government
TEIs have shown high preference for economic and hedonistic values whereas both government and
private student-teachers have low preference for social and aesthetic values. One of the major
conclusions of the present study has been that the personal values of student-teachers have direct bearing
on the professional ethics of student-teachers. Therefore, personal values of student-teachers must be
duly taken care of.

Keywords: Perception, Professional Ethics, Personal Values, Student Teachers

1. Introduction
Education is the foremost obligation of a mankind. It is a medium for conveying facts and feelings, desire,
information, passion, understanding and gratitude to human beings. It has always been regarded as a
universal remedy for mitigation of all the tribulations that inflict society. Consequently, we find incessant
reminders from national and international organizations / commissions and concerned people for
Universalization of Education. A look at our accomplishment so far, we have realized that it’s not just
quantity that will help in our upliftment. Our success is imminently intertwined with the quality of

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 Studies in Indian Place Names (UGC Care Journal)
ISSN 2394-3114 Vol. 40 Issue 10, February 2020
JTA Multidisciplinary International Conference 2020,
Jamia Millia Islamia, New Delhi.
Conference Dates Feb 16-18, 2020
Venue of the Conference: Dr. M.A. Ansari Auditorium
Jamia Millia Islamia (A Central University), New Delhi –
110 025, India

education being provided to our children. Such a proposition for quality of education and schooling puts
our teachers and the teaching profession in the lime light.

NCF 2005 Position Paper on Teacher Education announced that, “teachers need to be seen as creators of
knowledge and thinking professionals. They need to be empowered to recognize and value what children
learn from their home, social and cultural environment and to create opportunities for children to
discover, learn and develop.” National Policy on Education (NPE,1986) emphasized “The status of the
teacher reflects the socio-cultural ethos of the society; it is said that no people can rise above the level of
its teachers”. Such incitements are undeniably a countenance of the imperative role played by the teachers
as transmitters, facilitators, inspirers and promoters of man’s eternal pursuit for knowledge (NCFTE,
2010).

The professional preparation of teachers has been recognized to be “crucial for the qualitative
improvement of education” since the 1960s (Kothari Commission, 1964-66). Considering restructuring of
the course to revamp the system of teacher education as suggested by Verma Commission, 2013, the
Supreme Court directed the National Council of Teacher Education (NCTE) to make the training of
teachers more effective and efficient and to prepare better teachers, by making some big changes in the
curriculum of the Bachelor of Education (B.Ed.) course by extending one year course to two academic
years. The two-year course has been formulated by the NCTE and it lays prominence on practical
activities like internal assessment, micro-teaching skills, projects, internships in teaching, self-learning,
hands on practice and other ground-breaking and pioneering ways to conduct practical activities related to
health, hygiene, and physical education.

1.1 Rationale of the study

It has been prophesied that in the next era, the population of adolescents will cross billion. At such point,
it would become indispensable to deliver obligatory supervision to them in order to empower them to
commence their obligations well to the country and to world. This guidance and supervision can be
appropriately provided only by able teachers. Teachers, who are self-committed and motivated to their
profession and have a sense of professional ethics, will safeguard that they do fairness to their students,
community, society, colleagues and their profession.

Teachers, as professionals and experts, are involved in one of the most ethically and morally challenging
jobs, the education of young people; thus it is important that teachers should continually introspect and
reflect on the ethics of their actions to ensure that they display the best ethical example possible in their
work to those they are morally educating and preparing for life.

Research finding on value pattern are diverse. They range from cases where imperceptible variances on
values are seen to situations where such variances are somewhat noticeable. It is understood that everyone
recognizes the values he/she wants to live with. In some form or other, value is linked with each one of
us. Learning and experiences are the major factors that develop the value pattern of individuals over the
years. In today’s time of global economy, massive importance is credited to the professional courses.
Preparing individuals for life to producing human machines who are devoid of human values has been the
role of educational institutions in contemporary time. In such situations, it is stimulating to scrutinize the
developing value pattern especially personal values of the prospective teachers who are the purveyor of
our developing society.

1.2 Objectives

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 Studies in Indian Place Names (UGC Care Journal)
ISSN 2394-3114 Vol. 40 Issue 10, February 2020
JTA Multidisciplinary International Conference 2020,
Jamia Millia Islamia, New Delhi.
Conference Dates Feb 16-18, 2020
Venue of the Conference: Dr. M.A. Ansari Auditorium
Jamia Millia Islamia (A Central University), New Delhi –
110 025, India

1. To compare the professional ethics as perceived by student teachers in government and private
institutions.

2. To compare the personal values as perceived by student-teachers in government and private

institutions.

2. Research Methodology
Descriptive survey method was being adapted for this study. The survey was conducted exclusively for
the student-teachers in four each government (A, B, C, & D) and private (E, F, G & H) selected TEIs of
Delhi and NCR region. Sample of 400 student-teachers was drawn using random sampling technique.
Professional Ethics Perception Scale for student-teachers (PEPSST) was constructed and standardized by
the researcher whereas for personal values, Personal Value Questionnaire (PVQ) by Sherry and Verma
(2006) were used. The data collected were consolidated coded, scored and entered into electronic
spreadsheet for statistical analysis using software package MS Excel. Standard statistical techniques used
in this study were – descriptive statistics. Mean, Median, Mode and standard deviation were considered.
Graphical representation was used for the purpose of comparison between and among different
independent and dependent variables in this study.

2.1 Analysis and Interpretation of Data

Descriptive statistics techniques have been utilized by the investigator in this existing study. The mean,
median, mode, and standard deviation have been applied and the finding of which have been tabularized
in Table 1.

Objective 1: To compare the professional ethics as perceived by student teachers in government and
private institutions.

The mean, median, mode and standard deviation obtained by student teachers of both the government (A,
B, C and D) and private (E, F, G and H) institutions is given below in the table 1.

Table 1 score obtained by student teachers in government and private institutions on PEPSST

S. No Government Institution Private Institution

Dimension Mean Median Mode SD Mean Median Mode SD
Obligations toward
1 students 57.43 58 61 4.281 55.64 56 55 5.779
Obligations towards
Parents, Community
2 and Society 25.16 25 26 2.016 24.29 24 23 2.511
Obligations towards
the Profession and
3 Colleagues 46.83 46 46 3.647 46.36 46 51 4.24
4 Composite Scale 133.93 128 124 7.56 126.3 126 128 9.462

It is manifested from the above table 1 that the mean score of student teachers of government institutions
on the composite scale is 133.93 and the median is 128 which denotes that half of the participants scored
lower than that score. The most frequent item in the distribution is 124 and the standard deviation of the

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 Studies in Indian Place Names (UGC Care Journal)
ISSN 2394-3114 Vol. 40 Issue 10, February 2020
JTA Multidisciplinary International Conference 2020,
Jamia Millia Islamia, New Delhi.
Conference Dates Feb 16-18, 2020
Venue of the Conference: Dr. M.A. Ansari Auditorium
Jamia Millia Islamia (A Central University), New Delhi –
110 025, India

distribution is found to be 7.56. Also, from the mean of the data which is 133.93 and is much above the
value of 120 (30x4), it can therefore be inferred that the student teachers of government institutions have
a strong positive perception towards professional ethics. Whereas, the mean score of private institutions is
126.3 and the median is 126 which denotes that half of the participants scored above than that score. The
most frequent item in the distribution is 128 and the standard deviation of the distribution is found to be
9.462. Also, from the mean of the data which is 126.3 and is much above the value of 120 (30x4), it can
therefore be inferred that the student teachers of private institutions have a strong positive perception
towards professional ethics.

Objective 2: To compare the personal values as perceived by student-teachers in government and private
institutions. The overall mean scores on each dimension obtained by student teachers in both government
(A, B, C and D) and private (E, F, G and H) institutions on PVQ are interpreted accordingly using T-
scores and Sten scores are given below in the table 2

Table 2 showing mean scores and its interpretation on each dimension obtained by student teachers
of government (A, B, C and D) and private (E, F, G and H) institutions on PVQ

Government Institutions Private Institutions

Mean Mean
Dimension Score Interpretation Score Interpretation
A Average Average
(Religious) 11.45 Value 10.81 Value
B Low Low
(Social) 13.26 Value 12.85 Value
C Average Average
(Democratic) 14.95 Value 14.85 Value
D Low Low
(Aesthetic) 10.92 Value 11.54 Value
E High High
( Economic) 12.36 Value 13.13 Value
F Average Average
(Knowledge) 15.09 Value 14.75 Value
G High High
(Hedonistic) 11.27 Value 10.83 Value
H Average High
(Power) 7.75 Value 9.45 Value
I Average Average
(Family Prestige) 10.98 Value 10.14 Value
J Average Average
(Health) 11.9 Value 11.64 Value

Personal Value pattern of student-teachers of both government and private institutions can be predicted
using t-scores and sten scores on each dimension. It is evident from table 2 that student-teachers of all
four government institutions have high preference for economic and hedonistic values whereas they
showed low preference for social and aesthetic values.

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 Studies in Indian Place Names (UGC Care Journal)
ISSN 2394-3114 Vol. 40 Issue 10, February 2020
JTA Multidisciplinary International Conference 2020,
Jamia Millia Islamia, New Delhi.
Conference Dates Feb 16-18, 2020
Venue of the Conference: Dr. M.A. Ansari Auditorium
Jamia Millia Islamia (A Central University), New Delhi –
110 025, India

Whereas student-teachers of all private institutions have high value preference for economic, hedonistic
and power values while showed low preference for social and aesthetic values as government institutions
student-teachers.

3. Discussion
The present research intends to study the perception of student-teachers towards professional ethics in
government and private institutions. The result infers that the student teachers in both government and
private institutions have strong positive perception towards professional ethics. It establishes the fact that
student teachers of both types of institutions have undergone the same orientation regarding their
perception on professional ethics. Student-teachers in both types of institutions have clear and strong
positive perception towards professional ethics which include teacher’s obligations towards students,
parents, community, society, profession and colleagues. Student-teachers have undergone strong
orientation regarding comprehension and its implementation when in profession. Jagannathan (1999) has
establishes the fact by carrying out an investigation on the existent professional ethics among different
groups of student-teachers and the contribution of B.Ed. program on professional ethics of student-
teachers and students under different sub groups of social climate of Madurai Kamraj University. He
concluded that B.Ed. program of the university has contributed and produced significant positive effect on
professional ethics among student-teachers.

Personal Value pattern of student-teachers in government and private institutions of Delhi and NCR has
been predicted using t-scores and sten scores using mean scores on ten dimensions. The study establishes
that the personal value pattern of student-teachers in both government and private institutions have high
value preference for economic and hedonistic values whereas they showed low preference for social and
aesthetic values. The student-teachers in all institutions do not possess very high, not even high value
assumptions in any of the Personal Values. The findings get validated with the findings of Garg (2012)
who concluded that Economic- and Hedonistic are the most preferred personal values out of the 10
dimensions of PVQ among student teachers. But it is a matter of concern that Knowledge, Social, and
Health Values are the three least preferred Personal Values, among student teachers in both types of
institutions. Pal (1969), Nakum (1981), Prasad and Lalitha (2010) also found the personal value
preference of teacher-trainees and the results correlated with the findings of the present study. However,
study of Sandhya (2007) present a contrasting picture where student teachers most preferred value was
aesthetic values whereas political and economic values were least preferred.

The student-teachers in government and private institutions in Delhi and NCR did not differ significantly
with respect to social, democratic, knowledge, hedonistic and health values but they differ significantly
with respect to religious, aesthetic, economic, power, and family prestige values. The study is in line with
finding of Narad, 2007, who found that the senior secondary school students studying in government and
private schools in Punjab did not differ significantly with respect to social, democratic, knowledge,
hedonistic and health values but differed significantly with respect to economic, religious and aesthetic
values. A study by Jagminder Kaur and Harpreet Kaur (2013) also found there is no significant difference
in the democratic, knowledge, hedonistic and health values of girls in government and private colleges of
Ludhiana and Sangrur districts.

4. Findings
The analysis and interpretation of the raw data, conclude to certain findings which are listed below:

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 Studies in Indian Place Names (UGC Care Journal)
ISSN 2394-3114 Vol. 40 Issue 10, February 2020
JTA Multidisciplinary International Conference 2020,
Jamia Millia Islamia, New Delhi.
Conference Dates Feb 16-18, 2020
Venue of the Conference: Dr. M.A. Ansari Auditorium
Jamia Millia Islamia (A Central University), New Delhi –
110 025, India

1. The student teachers in both government (M=133.9) and private (M=126.3) institutions have
strong positive perception towards professional ethics.

2. Student-teachers of all four government TEIs have high preference for economic and hedonistic
values whereas both government and private student-teachers have low preference for social and aesthetic
values.

5. Educational Implications
The findings of this present study assisted the investigator to draw out certain inferences and implications.
Incorporating these points, the teacher education institutions may guarantee nurturance of right
professional ethics among the student-teachers and inculcation of right personal values among them.

1. Institutions must conduct enrichment workshops for both pre-service and in-service teachers for their
professional growth and excellence. Besides such gatherings will expose the student-teachers to existing
practices in schools and give them a unique opportunity to imbibe the right codes of the profession.

2. Scholars have agreed to the fact that an individual’s behaviour is moulded by his/her values. Personal
Values persuade people to examine their own actions and thus engagement in unethical behaviour.
Individual’s behaviour characteristics such as attitude, evaluation, judgments, decisions, commitment and
satisfaction are determined by Personal Values. So, activities in institutions should be encouraged to
imbibe the right personal values in student-teachers.

3. Different curricular programs for teaching personal values have an impact for value inculcation in
students, education so more concerted efforts in conducting the curricular programs must be done in the
institutions.

4. Teacher-educators must cautiously select methods and activities that involve students in the process of
reflection about moral/ethical issues.

5. Attempts must be taken to gain an insight into candidate’s personal values and attitudes during
interview in selection procedure to establish student-teachers suitability for teaching. Teacher educators
have acknowledged the significant role played by personal values in selection procedure and that an
emphasis on these values might exert an influence on selection decisions.

6. Brainstorming needs to be done to devise new and innovative modes of evaluation. Peer mediated
evaluation can be thought of as it would require putting in to practice the code of professional ethics.

6. Conclusion
One of the major conclusions of the present study has been that the personal values of student-teachers
have direct bearing on the professional ethics of student-teachers. Therefore, the personal values of
student-teachers must be duly taken care of. A small yet significant effort has been tried by the
investigator to prod the less explored field of professional ethics in teacher education. A lot better and
frequent quality work need to be taken up at numerous levels to study these variables.

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 Studies in Indian Place Names (UGC Care Journal)
ISSN 2394-3114 Vol. 40 Issue 10, February 2020
JTA Multidisciplinary International Conference 2020,
Jamia Millia Islamia, New Delhi.
Conference Dates Feb 16-18, 2020
Venue of the Conference: Dr. M.A. Ansari Auditorium
Jamia Millia Islamia (A Central University), New Delhi –
110 025, India

7. References
[1.] Arora, G. L. & Chopra, R.K. (2004). Professional ethics for teachers, in J. S. Rajput (Ed), Encyclopedia of Indian Education
(Vol L-Z). New Delhi: NCERT.
[2.] Das, S. K., and Kaur, S., (2014). Professional ethics grow with teaching experience: A study of women teachers in higher
education institutions of Punjab, European Academic Research, 2(4).
[3.] Garg, K. & Kaur, K. (2012). Declining of Ethical Standard in Higher Education System in India presented in Cambridge
Business and Economics Conference, Cambridge, UK.
[4.] Kaur, J. & Kaur, H. (2013). Personal Values of College girls in relation to type of College and Educational Level of their
mothers. The Sadbhavna - Research Journal of Human Development. 3(1). 14-29.
[5.] Koul, L., (2010). Methodology of Educational Research, Vikas Publishing House, New Delhi.
[6.] Narad, A. (2007). A Study of Personal Values of Senior Secondary School Students in Relation to School Environment and
Home Environment, Unpublished PhD Thesis in Education. Chandigarh: Punjab University.
[7.] National Curriculum Framework, (2005). NCERT, Systemic Reforms, Ch. 5, 107-114.
[8.] National Council for Teacher Education. (2010). National Curriculum Framework for Teacher Education. New Delhi:
NCTE.
[9.] National Policy of Education, (1998). As modified in 1992, Government of India, Department of Education Ministry of
Human Resource Development, New Delhi, 45.
[10.] Naaz, I. (2017). A Comparative Study of Professional Ethics Perceived by Student-Teachers in Government and Private
Institutions. International Journal for Innovative Research in Multidisciplinary Field. 3(6). 369-374.
[11.] Naaz, I. (2015). A study of Perception of Professional Ethics of Student Teachers. The Signage, An International Bi Annual
Bi Lingual Refereed Research Journal of Education & Social Sciences, Vol. 3, No. 1. 88-96. ISSN 2321-6530.
[12.] Naaz, I. (2015). A Study of Teacher Education Institute Climate and Professional Ethics of Teacher-Trainees. Journal of
Teacher Education and Research, Vol. 10, No. 1, 45-53. ISSN: 0974-8210
[13.] Sandhya V. (2007). A study on Extent of Value Attainment Among Student Teachers. Journal of Educational Research and
Extension, 44 (4), 44-52.
[14.] Sherry, G. P., & Verma, R. P., (2012). Personal Values Questionnaire (PVQ), Agra: National Psychological Corporation.

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