Int. j. econ. manag. soc. sci., Vol(3), No (12), December, 2014. pp.

81-86

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International Journal of Economy, Management and Social Sciences

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ISSN:
2306-7276

Copyright 2014. All rights reserved for TI Journals.

The Most Important Components of Professional Ethics of Professors

from the Perspective of Faculty Members, Postgraduate Students, and
Department Heads of Faculty of Humanities, University of Guilan
Sarah Farzaneh *
M.A of Educational Management, Islamic Azad University, Central Tehran Branch, Iran.

Amir Hossein Mahmoodi

(PH.D)Assistant professor of Islamic Azad University, Central Tehran Branch, Iran.

Sanaz Farzaneh
M.A of Business Management, Islamic Azad University of Rasht, Iran.
*Corresponding author: sara.farzane3@yahoo.com

Keywords

Abstract

Professional ethics
Ethical components
Faculty members
Student

The present study seeks to examine the components of professional ethics of professors. Since learning
environments, especially universities have an important task of training people and development of the society, it is
necessary to for faculty members to follow professional ethics due to the profound impact on students who would
be in charge of governing affairs in different aspects. The descriptive method in survey form is used. The
population consisted of all postgraduate students, faculty members, and department heads of faculty of humanities
of Guilan University. Using Krejcie and Morgan formula, 171 out of 308 postgraduate students of faculty of
humanities, 69 out of 84 full-time faculty members, and due to the low number all 12 members of department heads
were selected as research sample. Self-made questionnaire was used as a tool for data collection, which was
validated by 30 experts. Reliability was determined to be 91.8 by Cronbach's alpha coefficient. In analyzing data
obtained from research tools, descriptive and inferential statistics, SPSS, kruskal-wallis test, and Friedman test were
used. The results showed that from the perspective of each of the three groups, professional ethics of professors are
of great importance in four main components of student-professor relationship, professor-university relationships,
professor self-relationship, and professor-society relationship. Five of the 35 components that have achieved the
highest mean percentage and consensus among the three groups include propriety in the classroom, fairness and
justice in teaching, evaluating and grading, having training program for effective teaching, having criticizable spirit,
and respecting norms of society and civic duties as an academic individual. The results of this study are largely
consistent with the results Murray et al. in most of the subcomponents (Motallebifard et al., 2011). The best
strategy to select and improve the components of professional ethics is an attempt to prepare and compile a Code of
Ethics in universities with the help of experts and officials, and to institutionalize it at universities.

1.

Introduction

Ethics is one of the most important religious discussions and the most important objective of divine prophets, because not only religious would
be meaningless for people without ethics but also their worlds could not be organized. Professional ethics is a fundamental problem in all human
societies. Each profession has its own behavior and commitments derived from its constitution. Different professions in terms of sensitivity and
their task serving the society have different ethical standards. Common ethical standards clarify values and competencies connecting members of
an organization. In order to realize ethical principles specific to each profession, ethics must be first recognized and then according to the
conditions and atmosphere of each profession, professional ethics for the profession must be explained. In fact, ethics is defined as a set of
mental and spiritual traits of human beings that would be expressed in the form of actions and behaviors arising from inner moods. Continuation
of a particular type of behavior implies that the behavior has penetrated deep into an individual as an inner root and the root is called mood and
ethics [1]. Professional ethics of each profession represent the value given by the profession to its community, clients, and career. Professional
ethics principles have high values following which would be very essential for following social norms and this requires basic knowledge of the
principles mentioned. Professional ethics consider ethical issues and questions, and ethical principles and values of a professional system. It
observes voluntary actions of professionals in their own professional field and activities [2]. Today, professional ethics go beyond a scientific
discipline and bring a wide range of knowledge. The birth and growth of numerous disciplines in professional ethics of industries result from
ethical concerns in profession and providing universities with their research needs. Professional ethics have a history of over three thousand
years in ancient Iranian civilizations, and have fundamental dignity in Islamic teachings and central place in Islamic civilization. Today,
following the development of profession concept, diversity, interconnectedness of professions, and many challenges arising from globalization,
professional ethics have had strategic position in global business environment [3].
Research objective: "investigating the most important components of professional ethics of professors from the perspective of faculty members,
postgraduate students, and department heads of faculty of humanities of Guilan University"
Research questions:
What are the components of professional ethics for professor self-relationship?
What are the components of professional ethics for student-professor relationship?
What are the components of professional ethics for professor-university relationship?
What are the components of professional ethics for professor-society relationship?
Are there any differences between the perspectives of faculty members, department heads, and postgraduate students in terms of
gender for the components of professional ethics?
Are the perspectives of faculty members, department heads, and postgraduate students identical toward each ethical component?

Sarah Farzaneh *, Amir Hossein Mahmoodi, Sanaz Farzaneh

82

International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

2.

Methodology

In this research the descriptive method in survey form is used. The research population consists of faculty members (n = 84), postgraduate
students (n=308), and department heads (n=12) of faculty of humanities of Guilan University. In order to calculate the sample size, Krejcie and
Morgan Table was used. Accordingly, 69 out of 84 full-time faculty members and 171 out of 308 postgraduate students were selected as
samples. Due to the low number of department heads, all 12 heads of the 12 departments were selected. Stratified random sampling method was
used.
2.1 Data collection tools
A self-made questionnaire was prepared in two parts. It has a short introduction about the questionnaire. The first part is related to demographic
characteristics and the second part contains 51 specific questions related to attitudes, which has been prepared in four separate areas. While
designing the questionnaire items, due to lack of a standard questionnaire in this field, resources and research related to the subject were used.
According to the literature, 4 core components and 35 sub-components were chosen. The core components were selected coordinated with the
content of research questions and hypotheses and are as follows:
2.1.1 Professor-student relationship components:
In terms of professional interaction with students, which includes the following sub-components: 1. Lack of tool insight and lack of
discrimination among students, 2. Care and respect for individual and cultural differences of student, 3. Avoid having too much interactions and
any personal relationship with students outside the classroom, 4. Keeping safe the academic and personal privacy of students, 5. Propriety in
front of students and avoiding inappropriate jokes, 6. Considering legal requests of students and fulfilling them in the shortest time, 7. Geniality
and generosity toward students.
In terms of contributing to personal development of students: 1. Lack of blame, punishment, or humiliating students, 2. Lack of supplying
material benefits or receiving gifts in return for giving grades to student, 3. Understanding the conditions and age or psychological requirements
of student, 4. Involving students in decision-makings and building their trust, 5. Preparing students for entry into the society and create interest,
motivation, and autonomy for them, 6. Fairness and justice in teaching, evaluation, and grading students
2.1.2 Professor-university relationship component:
In terms of pedagogical effectiveness: 1. Appropriate teaching methodology and effective teaching implementation, 2. Having a lesson plan in
accordance with lesson objectives, 3. Using update and efficient materials and resources for teaching, 4. Strong power of speech and correct
transfer, 5. Respecting the dignity of the class and creating a desirable and useful classroom environment
In terms of professional interaction: 1. Respecting university or educational institution and other colleagues, 2. constructive competition and
scientific-specialized dynamic in the field of expert, 3. Following rules and teaching standards and accountability to the university laws, 4.
Identifying professionals in the field of expert and empathy and cooperation with other professors
2.1.3 Professor self-relationship component:
In terms of promoting the academic character and developing self-purification: 1. Considering spiritual excellence and development and
preserve own human dignity, 2. having criticizable spirit and accepting the right, 3. Considering appearance adornment and appropriate clothing
while teaching, 4. Being creative, patient, and tolerant while teaching, 5. Humility and not being arrogant, 6. Participation in workshops and
scientific conferences to learn new methods of teaching, 7. Having consciousness, responsibility, and job commitment, 8. Motivated and fully
prepared to teach.
2.1.4 Professor-society relationship component:
In terms of legislating and commitment to civic responsibilities and society norms: 1. Coordination with economic and political conditions of the
society, 2. Proper interaction with people, and honesty and love toward society members, 3. Fostering and protecting religious beliefs in the
society, 4. Coordination and being updated about changes and technologies in the society, 5. Paying attention and helping to solve social and
cultural problems and needs of the society
2.2 Reliability
The reliability of the questionnaire was measured using Cronbach's alpha. The questionnaire was first implemented as a pilot on a sample of 30.
The reliability coefficient was then calculated for each of the 4 areas of research, as well as the whole questionnaire as follows:
The first area) professor-student relationship components: =68.6
The second area) professor-university relationship components: =84.9
The third area) professor self-relationship components: =84.9
The fourth area) professor-society relationship components: =90.8
And for the whole questionnaire: =91.8
2.3 Data analysis
In analyzing data obtained from research, descriptive and inferential statistics test were used using SPSS. kruskal- wallis test and Friedman test
were used for research questions. To compare the mean scores of each area in three groups of professors, department heads, and students,
Kruskal-Wallis nonparametric test was used. Friedman test is a nonparametric test used to compare three or more dependent groups measured at
least at rating level. Kolmogorov-Smirnov test determined that the data obtained from the areas of professional ethics questionnaires are not
normally distributed.

3.

Findings

The present study was conducted on 252 subjects from faculty members, department heads, and postgraduate students of faculty of humanities
of Guolan University. According to the calculated sample size, the study sample consisted of 69 (27.4%) faculty members, 12 (4.8%) department
heads, and 171 (67.9%) postgraduate students. (Red part is used to indicate females distribution percent and the blue is used for males)

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The Most Important Components of Professional Ethics of Professors from the Perspective of Faculty Members, Postgraduate Students, and Department Head...
International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

Figure 1. Students by gender

Figure 3. Department heads by gender

Figure 2. faculty members by gender

Figure 4. Group size by percent

Research Question 1: What are the components of professional ethics for student-professor relationship?
For each of the 19 items the 5-point Likert scale is provided, ranging from 5 to 1 indicating strongly agree, agree, neither agree nor disagree,
disagree, strongly disagree, respectively. Therefore, the obtained score for each item is between 1 and 5 and the mean score would be also
between 1 and 5. Three of the responses that have received the highest mean score in this area are:
1. Maintaining propriety in the classroom by professors is essential. (mean=4.82)
2. Fairness and justice in teaching, evaluating and grading must be observed. (mean=4.73)
3. Professors should avoid applying for or accepting any material benefits in return for giving grades to students. (mean=4.71)
Research Question 2: What are the components of professional ethics for professor-university relationship?
1. Professors must transfer the contents in a correct and easy way to students and avoid making it complicated. (mean=4.74)
2. Teaching should be designed in a way that will facilitate student learning. (mean=4.73)
3. Teaching should be provided with a plan and in an effective manner. (mean 4.72)
Research Question 3: What are the components of professional ethics for professor self-relationship?
1. Professors should have criticizable spirit, accept the truth, and say "I do not know" when has no knowledge of something. (mean=4.66)
2. Teachers should feel obliged to students learning, help them, and answer them. (mean=4.64)
3. Professors in connection with students should not have a top-down view and dismissed students as insignificant. (mean=4.63)
Research Question 4: What are the components of professional ethics for professor-society relationship?
1. Professors must preserve a teacher's dignity by their proper conduct and behavior. (mean=4.64)
2. Professors must be along with technologies and make the best use of them. (mean=4.51)
3. Professors must adhere to citizenship duties and community norms as academic individuals. (mean=4.54)
Research Question 5: Are there any differences between the perspectives of faculty members, department heads, and postgraduate students in
terms of gender for the components of professional ethics?
Using Kruskal-Wallis nonparametric test, it is found that with 95% confidence interval and error of less than 5% there are significant differences
between the scores obtained from "professor self-relationship" and "professor-society relationship" in the three groups of male professors,
department heads, and students (P=0.039 and P=0.035). This means there is more agreement among male professors about "professor selfrelationship" and "professor-society relationship" considered by male faculty professors.
=

12
( + 1)

3( + 1)

Formula 1. Kruskal-Wallis formula is used to compare the median scores obtained from each of the areas in the three groups of male professors,
department heads, and students.
Using Kruskal-Wallis nonparametric test, it is found that with 99% confidence interval and error of less than 1% there are significant differences
between the scores obtained from "professor-student relationship" in the three groups of female professors, department heads, and students
(P=0.0001). This means there is more agreement among female students. In addition, with 95% confidence interval and error of less than 5%
there are significant differences between the scores obtained from "professor-university relationship" in the three groups of female professors,
department heads, and students (P=0.013). This means there is more agreement among female students about "professor-university relationship"
items considered by female students. In addition, with 95% confidence interval and error of less than 5% there are significant differences
between the scores obtained from "professor-society relationship" in the three groups of female professors, department heads, and students.
Moreover, with 99% confidence interval and error of less than 1% there are significant differences between the scores obtained from total areas
in the three groups of female professors, department heads, and students (P=0.005). This means there is more agreement among female students
on total items of different areas considered by female students. Using Mann-whitney U test, it is found that with 95% confidence interval and
error of less than 5% there are significant differences between the scores obtained from professional ethics of professor questionnaire by male
and female professors, department heads, and students (P=0.033) as more agreement on different items is seen among women.

Sarah Farzaneh *, Amir Hossein Mahmoodi, Sanaz Farzaneh

84

International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

+ 1)
2

Formula 2. Mann-whitney U formula to compare the mean scores obtained from the total areas from professional ethics of professor
questionnaire by professors, department heads, and students based on gender
To answer the sixth question (Are the perspectives of faculty members, department heads, and postgraduate students identical toward each
ethical component) Friedman test was used.
Table 1. Mean scores obtained from responses to 19 items of professor-student relationship
in the three groups of faculty members, department heads, and students
Items
-

Professors should respect individual and cultural differences of students.

Academic and personal privacy should be kept safe and confidential by professors.
It is important for professors to maintain propriety in the classroom.
Professors should avoid inappropriate jokes in dealing with students.
Students' legal requests should be considered and realized in the shortest time by
professors.
Professors should not consider students as tools to do their personal projects and
tasks and should not exploit the students.
Professors should discriminate between students in the classroom from any point of
view.
Professors should always attend the class with good mood.
Professors should not reprimand or blame students too much.
Professors should avoid applying for or accepting any material benefits in return for
giving grades to students.
Professors should understand the students' mental condition and age requirements.
Professors should be able to attract students' interest and motivate them.
Professors should observe fairness and justice in teaching, evaluation, and grading.
Professors should not use personal problems of a student as a case for humiliation or
as an example to teach.
Professors should allow students to participate in classroom decisions.
Professors should avoid any personal relationship and too much interaction with
students outside the classroom.
Professors should use encouraging and supportive stimulants and should appreciate
and encourage active students.
Professors should dedicate some tome to class discussions and free discussions about
sensitive and challenging issues of the lesson or society.
Professors should keep the class environment open, safe, healthy, and quiet so that
students can easily recount their problems and questions.
Statistical estimation (Friedman test)

Faculty members
Mean
Score
26.99
6
30.79
4
33.46
2
26.04
10
18.65
17

Department heads
Mean
Score
23
5
29.17
4
42.46
1
15.04
12
20.08
8

Students
Mean
Score
26.54
11
27.98
8
31.68
1
23.57
16
25.54
12

26.49

13.62

13

27.26

10

22.05

16

17.12

10

24.05

15

25.12
22.86
33.74

11
14
1

23
22.96
42.46

5
6
1

28.89
23.31
29.04

5
17
4

18.51
27.24
26.38
31.26

18
5
8

18.79
32.12
34.21
22.96

9
3
2
6

34.92
29.58
31.05
28.46

13
3
2
6

24.05
23.36

12
13

20.67
15.67

7
11

20.84
18.53

18
19

26.12

34.21

28.42

14.64

19

12.71

14

24.19

14

22.08

15

27.56

22.96

P<0.0001

P<0.0001

P<0.0001

Using Friedman test, the scores of 19 items in each group were assessed and it was determined that there were statistical differences between
mean scores of 19 attitudinal questions of professor-student relationship (P=0.0001, P<0.0001, P<0.0001).
Table 2. Mean scores obtained from responses to 14 attitudinal items of professor-university
relationship in the three groups of faculty members, department heads, and students
Items
-

Teaching method should be consistent with the objectives of the course.

Teaching should be effective and with a lesson plan.
Teaching should be designed in a way that will facilitate student learning.
Materials and resources for teaching should be updated and efficient.
Teachers should transfer the content in a proper and easy way and avoid making the
transferring complicated.
It is necessary for professors to have strong power of speech and dominance on the
lesson.
Professors should always maintain dignity of the class.
Respect to university and other partners should be seen in the behavior of professors.
Professors should recognize experts in their field.
Professors should have sympathy and assistance with their colleagues in professional
relationships.
There should be constructive and academic competition between professors and
colleagues.
Professors should follow the teaching rules and standards of university.
Professors should be accountable to the university for their failure or educationalethical neglect.
Professors should be accurate and regular toward their training work, and teaching
and avoid wasting educational time.
Statistical estimation (Friedman test)

Faculty members
Mean
Score
7.99
6
8.2
4
7.71
9
8.39
3

Department heads
Mean
Score
5.75
6
9.04
1
8.46
3
9.04
1

Students
Mean
Score
7.42
8
8.46
4
8.82
1
8.44
5

8.13

9.04

8.66

8.56

6.32

8.47

8.62
7.84
6.12

1
7
12

9.04
9.04
6.33

1
1
5

8.24
6.95
6.28

7
11
12

5.72

14

8.17

5.06

14

5.88

13

4.67

5.29

13

7.15

10

6.33

7.3

6.86

11

8.08

8.37

7.83

8.67

7.24

10

P<0.0001

P<0.0001

P<0.0001

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The Most Important Components of Professional Ethics of Professors from the Perspective of Faculty Members, Postgraduate Students, and Department Head...
International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

Using Friedman test, the scores of 14 items in each group were assessed and it was determined that there were statistical differences between
mean scores of 14 attitudinal questions of professor-university relationship (P=0.0001, P<0.0001, P<0.0001).
Table 3. Mean scores obtained from responses to 11 attitudinal items of professor self-relationship
in the three groups of faculty members, department heads, and students
Items
-

Teaching method should be consistent with the objectives of the course.

Teaching should be effective and with a lesson plan.
Teaching should be designed in a way that will facilitate student learning.
Materials and resources for teaching should be updated and efficient.
Teachers should transfer the content in a proper and easy way and avoid making the
transferring complicated.
It is necessary for professors to have strong power of speech and dominance on the
lesson.
Professors should always maintain dignity of the class.
Respect to university and other partners should be seen in the behavior of professors.
Professors should recognize experts in their field.
Professors should have sympathy and assistance with their colleagues in professional
relationships.
There should be constructive and academic competition between professors and
colleagues.
Statistical estimation (Friedman test)

Faculty members
Mean
Score
5.64
8
6.25
4
5.82
7
6.05
6

Department heads
Mean
Score
7.21
3
7.46
2
5.38
4
8.83
1

Students
Mean
Score
5.39
9
5.92
6
4.88
10
6.73
2

5.64

7.21

5.59

6.36

5.38

5.68

6.32
6.22
6.43

3
5
1

3.5
5.38
5.38

6
4
4

6.94
6.6
6.39

1
3
4

5.62

5.38

5.92

5.64

4.92

5.94

P<0.0001

P<0.0001

P<0.056

Using Friedman test, the scores of 11 items in each group were assessed and it was determined that there were statistical differences between
mean scores of 11 attitudinal questions of professor self-relationship (P<0.0001 and P=0.0001), but there was no statistically significant
differences in faculty members group (p=0.056).

Table 4. Mean scores obtained from responses to 7 attitudinal items of professor-society

relationship in the three groups of faculty members, department heads, and students
Faculty members
Department heads
Items
Mean
Score
Mean
Score
Professors should have a good knowledge of the political and economic situation of
3.78
5
2.75
4
society.
Professors should respect norms of society and civic duties as an academic
4.16
3
4.21
2
individual.
Professors should have a proper and kind relationship with other members in a
3.66
6
3.92
3
society.
Professors as distinct patterns should attempt to self-purification and piety.
4.21
2
4.5
1
Professors should be along with technologies and make the best use of them.
4.09
4
4.21
2
Professors can solve cultural-social problems and requirements of their societies.
3.64
7
4.21
2
Professors with their right conduct and behavior should preserve teacher dignity.
4.46
1
4.21
2
Statistical estimation (Friedman test)
P<0.006
P<0.0001

Students
Mean
Score
3.64
5
4.22

3.7

3.04
6
4.34
2
4.34
2
4.73
1
P<0.002

Using Friedman test, the scores of items in each group were assessed and it was determined that there were statistical differences between mean
scores of 7 attitudinal questions of professor-society relationship (P=0.002, P<0.0001, P=0.006).

4.

Discussion and Conclusion

The results of this study showed that all three groups were concerned about the effectiveness of the curriculum and teaching in the classroom.
The results obtained confirmed the results of [4]. Observance of this principle professors increases class efficiency and leads to learning that is
more effective. In addition, since this component is directly related to academic preparation of faculty members, considering it would lead to
greater respect toward professors. In terms of effective education, the results are consistent with the results of [5] Educational Research Institute
of America, and [5]. This component deals with appropriate teaching methods, feedback, lesson plans, and regular basis to teach, and will lead to
better learning. In addition, free discussion in the class gained much agreement. This component is to some extent consistent with the results of
[5], [7], and [6]. Observing this component, especially in classes where discussion is required, could be very helpful, and would reduce class
tensions and thus damages to learning. The results of creating interest and motivate the students are consistent with some of the results of [4],
[8]. In fact, helping students' intellectual development would increase confidence, motivation, and efforts. In terms of too much relationships and
interactions outside the classroom, the analysis showed that professors avoid relationships other than class relationship with students. The results
are consistent with [9], [4], and [6]. Observing this component in teaching and by professors would lead to university health, prevent from
immorality in university, and guarantee students mental security. The majority agreed on fair evaluation of students. The results of [4] confirmed
the importance of this issue. This principle leads to increased motivation in students, avoid discrimination, and their hardworking to learn and
study. In terms of respecting other colleagues and university, the majority of results are consistent with the results of Mathews, Murray et al,
Educational Research Institute of America, and Hooper. Respecting colleagues would make students honor the pioneers, giving opportunities to
newcomers, using all academic power resources of university, and thus better learning and benefiting society [10]. Moreover, observing privacy
and confidentiality of personal information of students by professors is consistent with some results of [5], and [9]. This principle in teaching
increases students' mental security and students will not be humiliated. It also creates an environment of respect in classroom and teaching, and
increased respect for the professors. Based on these results, we can conclude that professors act as practical patterns for students. Therefore,
professors' attitude toward professional ethics can have remarkable effect on thoughts, opinions, perspectives, and attitude of students.
Investigating the research subject according to research resources and other proposed practical solutions in this field, the following
recommendations are provided:

Sarah Farzaneh *, Amir Hossein Mahmoodi, Sanaz Farzaneh

86

International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

1.
2.
3.
4.
5.
6.
7.

Reforming administrative guidelines and regulations in the Code of Professional Ethics in higher education institutions
Considering professional ethics as a competitive advantage in the environment
Providing scientific, principle, and diverse trainings, and relevant to the needs and standards of professional ethics of employees
Needs assessment and building ethic-oriented research groups and committees in organizations
Implementation and operationalizing ethical codes as a systematic and comprehensive rule for all without discrimination
Considering rewards, payments, and productivity of faculty members
Continuous monitoring and evaluation of faculty performance

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