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Monday, July 29, 2024

Moral compass of a certified public accountant (CPA): A literature review

 Jesus B. Reyes, CPA, MBA

DIVINE WORD COLLEGE OF LAOAG, Laoag City, August 2024

Abstract

This paper explores the moral compass guiding Certified Public Accountants (CPAs) in the Philippines. It examines the ethical frameworks, principles, and challenges faced by CPAs in their professional duties. The study includes a comprehensive literature review covering various aspects such as professional ethics, regulatory standards, and an actual ethical dilemma. Through this exploration, the paper aims to highlight the importance of a strong ethical foundation in ensuring the integrity and reliability of financial reporting and auditing. The author concludes that by fostering a strong ethical foundation, CPAs can contribute to the integrity and reliability of financial reporting and uphold the trust of clients, stakeholders, and the public.

Keywords: Certified Public Accountant (CPA), morality, ethics, Code of Conduct, ethical behavior, ethical dilemma

 Introduction

Certified Public Accountants (CPAs) play a critical role in the financial system, ensuring transparency, accuracy, and trust in financial reporting. Their responsibilities go beyond mere number crunching; they serve as guardians of financial integrity, providing assurance to stakeholders about the veracity of financial statements. In the Philippines, the significance of CPAs is amplified due to the complex economic landscape and stringent regulatory environment. As such, understanding the ethical frameworks that guide their professional conduct is paramount.

The moral compass of CPAs is guided by various ethical theories, professional codes of conduct, and regulatory frameworks. Ethical behavior in accounting is essential for maintaining public trust, particularly in the face of financial scandals that have eroded confidence in the profession globally. In the Philippines, the Professional Regulatory Board of Accountancy (BOA) has established a comprehensive Code of Ethics that sets the standards for professional conduct. Adherence to these ethical principles ensures that CPAs uphold the highest standards of integrity and transparency.

Cultural values also play a significant role in shaping the ethical perceptions and behaviors of CPAs in the Philippines. The collectivist nature of Filipino society emphasizes relationships, family, and community, which can sometimes create conflicts between personal loyalties and professional responsibilities. For instance, the concept of "hiya" (shame) can deter whistleblowing, while "pakikisama" (smooth interpersonal relationships) may pressure CPAs to prioritize personal bonds over ethical principles. Understanding these cultural nuances is essential for addressing ethical challenges effectively.

Moreover, the ethical development of CPAs begins with their education. Integrating ethics into the accounting curriculum is crucial for equipping future professionals with the knowledge and skills to navigate complex ethical dilemmas. Ethics education helps students develop a strong moral foundation, fostering virtues such as honesty, diligence, and fairness. By engaging with real-life case studies and ethical scenarios, students learn to apply ethical principles to their professional practice, preparing them for the ethical challenges they will face in their careers.

This paper aims to explore the various dimensions of the moral compass of CPAs in the Philippines. Through an extensive literature review, it will investigate the ethical theories, professional codes of conduct, and cultural influences that shape the ethical behavior of CPAs. Additionally, it will examine the role of corporate governance, ethics education, and regulatory frameworks in promoting ethical accountability. By providing a comprehensive understanding of these factors, this study seeks to highlight the importance of maintaining high ethical standards in the accounting profession and the critical role CPAs play in ensuring the integrity of financial reporting.

Literature review

Ethical Theories and Accounting

Ethical theories provide the foundational principles that guide CPAs in their professional conduct. Utilitarianism, deontology, and virtue ethics are some of the key theories that influence decision-making in accounting. Utilitarianism emphasizes the greatest good for the greatest number, which can sometimes conflict with strict adherence to rules. For instance, a utilitarian approach may lead a CPA to support decisions that benefit the majority of stakeholders, even if such decisions slightly bend the rules (Sison & Fontrodona, 2022).

Deontology, on the other hand, focuses on duty and adherence to ethical rules, aligning closely with the Code of Ethics for CPAs in the Philippines. This theory advocates for actions that comply with moral norms and regulations, regardless of the outcome. For CPAs, this means prioritizing honesty and transparency in financial reporting over the potential benefits of misreporting for personal or organizational gain. Deontological ethics underscores the importance of following the established professional standards and regulatory requirements to maintain the integrity of the profession (Professional Regulatory Board of Accountancy, 2016). 

Virtue ethics emphasizes the character and moral virtues of the accountant, promoting integrity, honesty, and fairness in all professional activities. This approach suggests that ethical behavior stems from the personal virtues of the individual rather than external rules or consequences. For CPAs, cultivating virtues such as honesty, diligence, and fairness is crucial in fostering trust and reliability in their work. Virtue ethics encourages accountants to develop a strong moral character, which naturally leads to ethical decision-making and professional conduct (Thorne, 2018). 

Professional codes of conduct

The Professional Regulatory Board of Accountancy (BOA) in the Philippines has established a Code of Ethics for CPAs, which serves as a guiding document for ethical behavior. This code outlines principles such as integrity, objectivity, professional competence, confidentiality, and professional behavior. Adherence to these principles ensures that CPAs maintain public trust and uphold the reputation of the profession. The Code of Ethics provides a framework for ethical decision-making, helping CPAs navigate complex professional situations.

Integrity. This is the cornerstone of ethical behavior for CPAs. It requires accountants to be honest and forthright in all professional and business relationships. Integrity means that CPAs must present financial information accurately and without bias, regardless of any personal or external pressures. This ethical principle is essential for maintaining public trust and ensuring that stakeholders can rely on the financial statements provided. The emphasis on integrity also means that CPAs must avoid any actions that might bring dishonor to the profession, even if those actions might seem beneficial in the short term.

Integrity involves more than just honesty; it also encompasses a commitment to moral principles such as fairness and impartiality. For example, a CPA who discovers financial discrepancies must address them transparently, rather than concealing errors to avoid potential backlash. This principle reinforces the importance of ethical behavior even when faced with difficult decisions. Upholding integrity ensures that the CPA’s work is reliable and credible, thereby supporting the overall stability and trustworthiness of the financial system.

Objectivity. This requires CPAs to be impartial and free from conflicts of interest in their professional duties. This principle ensures that their judgments are based on verifiable data and unbiased analysis rather than personal interests or external influences. Objectivity is particularly important given the close-knit nature of business relationships and the potential for familial and social ties to influence professional decisions. By maintaining objectivity, CPAs can provide accurate and fair financial reports that reflect the true state of an organization’s finances.

Objectivity is essential in audit and assurance services, where CPAs must evaluate financial statements and provide opinions based solely on evidence and professional standards. It also extends to other areas such as tax preparation and consulting, where CPAs must give advice that is in the best interest of their clients while adhering to legal and ethical guidelines. Objectivity helps prevent the manipulation of financial information and ensures that all stakeholders receive an accurate and unbiased view of an organization’s financial health.

Professional competence and due care.  This requires CPAs to maintain their knowledge and skills at a high level, ensuring that they can provide competent professional services. This involves continuous learning and professional development to keep up with changes in accounting standards, laws, and best practices. In the Philippines, the dynamic economic environment and evolving regulatory landscape necessitate that CPAs remain up-to-date with current developments to offer relevant and accurate advice to their clients and employers.

Professional competence also involves applying due care in all professional engagements, meaning that CPAs must act diligently and in accordance with applicable technical and professional standards. This ensures that the work performed meets the expected quality and reliability. For instance, a CPA preparing financial statements must adhere to the Philippine Financial Reporting Standards (PFRS) and Philippine Accounting Standards (PAS) and ensure that all disclosures are complete and accurate. By demonstrating professional competence, CPAs enhance the credibility of their services and contribute to the trustworthiness of financial reporting.

Confidentiality. CPAs are required to respect the privacy of information obtained during professional engagements and to refrain from disclosing it without proper authorization or legal obligation. This principle is crucial in maintaining the trust of clients and other stakeholders who rely on CPAs to handle sensitive financial information responsibly. In the Philippines, where business relationships often extend beyond formal contracts, maintaining confidentiality is key to preserving professional integrity and trust.

CPAs must be vigilant in protecting confidential information from unauthorized access or disclosure. This involves implementing appropriate safeguards and being cautious about discussing client information in public or informal settings. Confidentiality also extends to former clients, meaning that CPAs must continue to protect their information even after the professional relationship has ended. Adhering to this principle helps prevent conflicts of interest and ensures that clients can trust CPAs with their sensitive financial data.

Professional behavior. This entails complying with relevant laws and regulations and avoiding any actions that could discredit the profession. This principle encompasses a wide range of ethical conduct, including honesty, respect, and responsibility in all professional interactions. In the Philippines, CPAs are expected to act in a manner that reflects well on the profession, promoting public confidence in their services.

Professional behavior includes adhering to the Professional Code of Ethics for CPAs, which sets forth guidelines for ethical conduct. It also involves being accountable for one’s actions and decisions, demonstrating reliability, and maintaining a high standard of work. CPAs must avoid actions that could be perceived as unethical or that could harm the reputation of the profession. This includes avoiding conflicts of interest, not engaging in fraudulent activities, and being transparent in all professional dealings.

By upholding professional behavior, CPAs contribute to the overall integrity and trustworthiness of the accounting profession. They serve as role models for ethical conduct, fostering a culture of transparency and accountability that benefits clients, stakeholders, and the broader financial community (Professional Regulatory Board of Accountancy, 2016).

Ethical decision-making models

Ethical decision-making models provide a structured approach for CPAs to resolve ethical dilemmas. The American Accounting Association (AAA) model, for instance, outlines a seven-step process for ethical decision-making, including identifying the facts, recognizing ethical issues, and considering alternative actions. This model guides CPAs through a systematic analysis of ethical dilemmas, helping them arrive at well-reasoned and ethically sound decisions.

The seven-step process begins with identifying the relevant facts of the situation, followed by recognizing the ethical issues involved. CPAs then need to determine the affected parties and consider the possible consequences of different actions. The next steps involve identifying the relevant ethical principles and evaluating the available alternatives in light of these principles. Finally, CPAs make a decision and reflect on the outcome, learning from the experience to improve future ethical decision-making (Thorne, 2018).

Applying ethical decision-making models helps CPAs decode on complex professional scenarios, ensuring that their actions are aligned with ethical standards. These models provide a comprehensive framework for addressing ethical challenges, promoting consistency and transparency in decision-making. By systematically analyzing ethical dilemmas, CPAs can make informed decisions that uphold the integrity of the profession and protect the public interest (Mintz & Morris, 2021). 

Impact of Culture on Ethical Perceptions

Cultural values significantly influence the ethical perceptions and behaviors of CPAs. In the Philippines, a collectivist culture emphasizes the importance of relationships, family, and community. These cultural values can impact ethical decision-making, sometimes leading to conflicts between professional responsibilities and personal loyalties. Understanding the cultural context is crucial for developing ethical guidelines that are relevant and effective in the Philippine setting. 

The collectivist orientation in Filipino culture fosters strong interpersonal relationships and a sense of communal responsibility. This cultural trait can influence CPAs to prioritize familial and social obligations over strict adherence to professional ethics. For instance, a CPA might face pressure to manipulate financial statements to benefit a family member's business, creating a conflict between personal loyalty and professional integrity. Recognizing these cultural influences is essential for addressing ethical challenges and reinforcing the importance of ethical conduct.

Moreover, the concept of "hiya" (shame) in Filipino culture can deter individuals from reporting unethical behavior, as they may fear bringing disgrace to their family or community. This cultural sensitivity to shame underscores the need for ethical training programs that address cultural nuances and promote ethical accountability. By fostering a culture of transparency and ethical behavior, CPAs can navigate the complex interplay between cultural values and professional ethics (Hofstede, 2021).

Ethical challenges in financial reporting

Financial reporting is fraught with ethical challenges, including pressure to manipulate figures, misrepresent financial positions, and engage in fraudulent activities. CPAs in the Philippines must navigate these challenges while adhering to ethical standards. The integrity of financial reporting is critical for investor confidence and the overall stability of the financial system. Ethical lapses in financial reporting can have severe consequences, including legal penalties and reputational damage.

One of the primary ethical challenges in financial reporting is the pressure to meet earnings targets and financial projections. CPAs may face demands from management to alter financial statements to present a more favorable financial position, potentially leading to fraudulent reporting. Such actions compromise the integrity of financial information and erode public trust in the accounting profession. CPAs must resist these pressures and uphold ethical principles to ensure the accuracy and reliability of financial reports (Jones, 2021).

Another ethical challenge is the temptation to engage in creative accounting practices, which involve manipulating financial data within the bounds of accounting standards to achieve desired outcomes. While creative accounting may not always constitute outright fraud, it undermines the spirit of transparency and honesty in financial reporting. CPAs must maintain a commitment to ethical conduct and avoid engaging in practices that distort the true financial position of an organization (Mallin, 2016).

Corporate Governance and Accountability

Corporate governance structures play a vital role in promoting ethical behavior among CPAs. Effective governance mechanisms, such as independent audit committees and transparent reporting practices, enhance accountability and reduce the likelihood of unethical conduct. In the Philippines, corporate governance reforms have been implemented to strengthen the oversight of financial reporting and ensure the integrity of financial disclosures.

Independent audit committees are essential for maintaining the objectivity and independence of the audit process. These committees oversee the work of internal and external auditors, ensuring that financial statements are accurate and free from bias. By providing an additional layer of oversight, audit committees help prevent unethical behavior and promote transparency in financial reporting. CPAs play a crucial role in supporting the work of audit committees and ensuring that their findings are based on objective and reliable evidence. 

Transparent reporting practices are also critical for promoting ethical behavior and accountability. Companies are required to disclose accurate and complete financial information to stakeholders, including investors, regulators, and the public. Transparent reporting fosters trust and confidence in the financial system, encouraging ethical conduct among CPAs and other professionals. By adhering to principles of transparency and accountability, CPAs contribute to the overall stability and integrity of the financial market (Mallin, 2016). 

Role of education in ethical development

Ethics education is essential in shaping the moral compass of future CPAs. Incorporating ethics into the accounting curriculum helps students develop a strong ethical foundation and prepares them to handle ethical dilemmas in their professional careers. In the Philippines, accounting programs have integrated ethics courses to emphasize the importance of ethical behavior and professional responsibility.

Ethics education in accounting typically includes courses on ethical theories, professional codes of conduct, and ethical decision-making models. These courses provide students with the knowledge and skills needed to navigate complex ethical issues in the accounting profession. By engaging with real-life case studies and ethical scenarios, students learn to apply ethical principles to their professional practice, fostering a culture of integrity and accountability. 

Moreover, ethics education emphasizes the development of personal virtues such as honesty, fairness, and diligence. By cultivating these virtues, future CPAs are better equipped to make ethical decisions and uphold the highest standards of professional conduct. Ethics education also highlights the importance of continuous professional development, encouraging CPAs to stay informed about emerging ethical issues and evolving professional standards (Mintz & Morris, 2021). 

Whistleblowing and ethical reporting

Whistleblowing is a critical mechanism for uncovering unethical practices within organizations. CPAs have a responsibility to report unethical behavior, but fear of retaliation and cultural factors can hinder whistleblowing. Encouraging a culture of transparency and providing protection for whistleblowers are essential for promoting ethical accountability in the profession.

In the Philippines, cultural factors such as "hiya" (shame) and "pakikisama" (smooth interpersonal relationships) can discourage individuals from reporting unethical behavior. CPAs may fear damaging their relationships or facing social ostracism if they blow the whistle on unethical practices. Addressing these cultural barriers is crucial for fostering an environment where ethical reporting is encouraged and supported.

Legal protections for whistleblowers are also essential for promoting ethical accountability. In the Philippines, the Whistleblower Protection Act aims to protect individuals who report unethical or illegal activities from retaliation. CPAs must be aware of their rights and the protections available to them, ensuring that they can report unethical behavior without fear of reprisal. By promoting a culture of transparency and ethical reporting, the accounting profession can uphold its commitment to integrity and public trust (Miceli & Near, 2015).

Case Study of ethical dilemmas

The Pharmally scandal, which erupted in the Philippines, has brought significant attention to the ethical responsibilities and professional conduct of CPAs involved in auditing processes. This case highlights the critical role of auditors in detecting and preventing financial misconduct and the severe consequences that can arise from ethical lapses in the profession.

Pharmally Pharmaceutical Corporation, a relatively unknown company, was implicated in a scandal involving the procurement of medical supplies for the Philippine government during the COVID-19 pandemic. The controversy centered on allegations of overpricing, substandard products, and questionable procurement practices, leading to significant public outrage and a Senate investigation. During the investigation, it was revealed that Pharmally had received billions of pesos in government contracts despite having a small capital base and limited operational history. Questions were raised about the due diligence and auditing processes that allowed such transactions to proceed without scrutiny. 

The auditor in question, tasked with reviewing Pharmally's financial statements and ensuring their accuracy and compliance with relevant accounting standards, came under intense scrutiny. The investigation revealed several key issues related to the auditor's conduct. First, there was a significant lack of due diligence. The auditor failed to conduct a thorough review of Pharmally's financial records and procurement practices, allowing significant irregularities to go undetected. This failure undermined the integrity of the financial reporting process and highlighted a critical breach of professional standards.

Additionally, concerns about conflicts of interest emerged. The auditor's relationship with Pharmally raised questions about their independence and objectivity. Such conflicts can severely compromise the auditor's ability to provide an unbiased opinion, ultimately harming public trust in the auditing profession. Furthermore, the auditor's lack of adherence to ethical standards was evident in the inadequate documentation and verification of financial transactions. Proper auditing procedures require meticulous attention to detail and rigorous verification of all financial data, which were evidently lacking in this case.

The Pharmally scandal underscores the importance of maintaining high ethical standards in the accounting profession. For CPAs, integrity, objectivity, and professional competence are non-negotiable principles that must guide all professional activities. This case illustrates the potential consequences when these principles are compromised, including legal repercussions, loss of public trust, and damage to the profession's reputation. The regulatory framework in the Philippines, including oversight by bodies such as the Professional Regulatory Board of Accountancy and the Securities and Exchange Commission, plays a crucial role in enforcing these standards and ensuring that CPAs adhere to ethical guidelines. Strengthening these regulatory mechanisms and enhancing transparency can help prevent similar scandals in the future.

Moreover, the Pharmally case highlights the need for continuous ethics education and professional development for CPAs. By regularly updating their knowledge and skills, auditors can stay informed about emerging ethical challenges and evolving standards, better preparing them to navigate complex situations. Emphasizing the importance of ethical behavior in accounting curricula and professional training programs can instill a strong moral foundation in future CPAs, ensuring they uphold the highest standards of conduct throughout their careers (Magsambol, 2021).

Conclusion 

The moral compass of a Certified Public Accountant (CPA) is fundamental to maintaining the integrity and trustworthiness of the accounting profession. In the Philippines, CPAs face unique ethical challenges shaped by cultural values, regulatory frameworks, and the complex economic environment. Adherence to ethical principles such as integrity, objectivity, and professional competence is crucial in ensuring accurate and transparent financial reporting. The regulatory framework, including the Code of Ethics established by the Professional Regulatory Board of Accountancy and the oversight provided by the Securities and Exchange Commission, plays a significant role in enforcing ethical standards and protecting public interest.

Cultural factors such as collectivism and concepts like "hiya" (shame) and "pakikisama" (smooth interpersonal relationships) influence the ethical decision-making of CPAs in the Philippines. While these cultural values promote strong community bonds, they can also create conflicts between personal loyalties and professional responsibilities. Understanding and addressing these cultural influences through targeted ethics education and training is essential for fostering a culture of ethical accountability. By incorporating ethics into the accounting curriculum and emphasizing the development of personal virtues, future CPAs can be better prepared to navigate ethical dilemmas in their professional careers.

The ethical behavior of CPAs has far-reaching implications for the stability and transparency of the financial system. Ethical lapses in financial reporting can lead to significant legal and reputational consequences, undermining public trust in the profession. By upholding the highest standards of ethical conduct and continuously striving for professional excellence, CPAs can contribute to the overall health of the financial ecosystem. Promoting a culture of transparency, accountability, and ethical behavior is vital for ensuring the credibility and reliability of financial information in the Philippines.

Ultimately, continuous education and ethical vigilance are essential for CPAs to navigate the complexities of their profession and maintain public trust. Future research should focus on the evolving ethical challenges in the accounting industry and the development of robust ethical training programs.

By fostering a strong ethical foundation, CPAs can contribute to the integrity and reliability of financial reporting and uphold the trust of clients, stakeholders, and the public

References

 

Hofstede, G. (2021). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations. Sage Publications.

 

Jones, M. (2021). Creative accounting, fraud and international accounting scandals. John Wiley & Sons.

 

Mallin, C. (2016). Corporate Governance. Oxford University Press.

 

Miceli, M. P., & Near, J. P. (2015). Blowing the Whistle: The organizational and legal implications for companies and employees. Lexington Books.

 

Magsambol, B. (2021). "Pharmally scandal: Key issues and findings." Rappler. Retrieved from https://www.rappler.com

 

Mintz, S. M., & Morris, R. E. (2021). Ethical obligations and decision-making in accounting: Text and cases. McGraw-Hill Education.

 

Professional Regulatory Board of Accountancy. (2016). Code of ethics for CPAs. Professional Regulation Commission.

 

Securities and Exchange Commission. (2020). Rules and regulations on professional conduct of CPAs. Securities and Exchange Commission.

 

Sison, A. J. G., & Fontrodona, J. (2022). The common good of the firm in the Aristotelian-Thomistic tradition. Business Ethics Quarterly, 22(2), 211-246.

 

Thorne, L. (2018). The role of virtue in auditors’ ethical decision-making. Research on Accounting Ethics, 4, 291-308.

 

 


 

Sunday, July 14, 2024

The Impact of teacher’s morality, attitude and self-control on constructive environmentalism: A literature review and analysis

 Clarisa G. Ballena

Divine Word College of Laoag- Graduate School of Education

 Abstract 

            Teachers shape students’ moral values and behaviours, promoting constructive environmentalism. They are ethical agents of morally good values, attitudes, and self-controlled personalities who integrate the development of moral formation into the curriculum and create a more balanced and harmonious environment addressing deeply rooted environmental issues and challenges. This paper highlights the significance of teachers' morality, attitudes, and self-control and explores how they impact the advocacy for constructive environmentalism.

Keywords: Teacher’s Morality, Attitudes, Self-Control, Environmental Education, Constructive Environmentalism

Introduction

            Moral values are crucially significant in addressing environmental issues and challenges in our country. Environmental challenges become deeply serious when people lose their moral conviction of what is right and wrong for their actions toward the environment.  Morality is beyond one’s behavior. According to Raymond (2020), morality is a totality of rules that will help our behavior in a particular surrounding. These rules will set the standards for building one’s morality and values. Teachers are vital in characterizing and shaping school behavior because of their distinct moral values, attitudes, and self-controlled personality.   

            Morality directs one’s actions and behavior toward various societal ideals and beliefs. Hence, a teacher’s morality is a significant value that sustains balance and harmony in understanding environmental degradation's growing and detrimental effects. Teachers' attitudes and self-control are personal factors and virtues that help them achieve a positive impact in combating environmental challenges. Moreover, teachers do not merely transfer knowledge and share experiences with students. Teachers' roles are challenging. Aside from being second parents to students, they are responsible for educating and promoting moral and practical ways to safeguard our environment. Environmental issues have escalated to the global community, and more attention and action are needed to mitigate these ecological predicaments. However, the actions taken are incomparably less than the existing environmental challenges. Environmental sustainability poses a gap between measures initiated by global citizens and the lack of knowledge on the effect of ecological degradation. Hence, promoting moral values and behaviour among teachers is an imperative factor in preceding constructive environmentalism.

This literature review and analysis focuses on the possible and significant impacts of teacher’s morality, attitude, and self-control toward constructive environmentalism. This paper also presents practical recommendations for teachers to improve and develop a more profound moral consciousness for environmental stewardship.

Literature Review

The Importance of Teacher’s Morality

            Morality is a set of values and ideals that help people discern judgment as to right or wrong action. Morality is fundamental to every human being. Teachers are one of the many people who can manifest morality through their responsibilities and duties. In schools, moral education is evident in all subjects. According to Hand (2017), moral education focuses on the learner’s commitment to ethical standards and participation in moral formation and inquiry. Moral education promotes the standards that train students to acquire the virtues of self-discipline, honesty, integrity, and serving the people and the country.

            Teachers are known to uphold the values and ethics of professionals and models of good conduct in society. They are highly respectable people with positive attitudes and values through their characters in society and school. Gui, Yasin, and Abdullah (2020) claim that teachers should play their role in shaping and guiding students to be rightful, and that could develop their morality; this means that teachers are moral agents who help the students become accountable for putting into practice the rules and standards of morality that lead them to a better life. Hence, teachers should allow the students to understand ethical behaviours through direct or indirect teaching and create a caring environment that will help them develop morality, love, and care in protecting their environment. 

Teacher’s Attitude, Self-Control toward the Environmental and Environmental Education of students

Environmental education has become increasingly essential, highlighting the need for comprehensive methods to instil sustainability among students and future generations. As moral educators, teachers are responsible for shaping students’ ethical accountability in environmental stewardship. Accordingly, teachers' attitudes and self-control are the focus of this moral responsibility, which profoundly impacts their ability to teach ecological values. In addition, environmentally aware individual, or those who are conscious of environmental problems’ impact on society, look forward to acting and doing their activities according to the environment and how their lives continue (Ulug, Ozden, & Eryilmaz, 2011). Moreover, teachers’ attitude towards environmental issues shows their moral beliefs, which serve as a model role for students. Zachariou, Tsami, Bersimis, and Chalkias (2017) stated that an effective environmental education would lead to the student’s environmental awareness and ecological consciousness, which will bring positive implications in addressing local and global environmental conditions.

            Furthermore, self-control through the lens of morality highlights moral values such as integrity and discipline, which are equally crucial in integrating environmental education into the curriculum. Despite evident challenges and competing priorities, teachers who maintain and exhibit strong self-control have equipped commitment to ecological principles. According to Hidayah (2021), self-control can regulate negative behavior. Thus, when teachers possess a positive attitude and self-control towards environmental preservation and protection, they will wholeheartedly relay the ethical importance of ecological sustainability, fostering a sense of moral duty among the students. Also, this moral fortitude ensures that environmental education is not confined but taken into action through relevant teachings, decisions, and actions that reflect a deep sense of morality. 

 The Impact of Teacher’s Morality on Environmental behaviour of students 

            For a sustainable future, the teacher’s role in promoting environmentalism has never been more crucial. As moral agents, teachers influence students' environmental values and behaviour through their morality, attitudes, and self-control. Teachers' moral integrity is a pillar in building a culture of environmental responsibility inside and outside the classroom. When teachers strongly uphold moral principles and the ethical significance of environmental stewardship, students account for and view this as morally imperative to safeguard the environment.

            Teacher’s attitudes towards environmental issues further from their effectiveness in advancing environmentalism. However, Zachariou et al. (2017) show in their study that teachers are not satisfied with the measures for environmental protection and believe that society lacks sensitivity towards the environment. On the contrary, teachers consider that the level of information on environmental issues provided to them is satisfactory. Moreover, teachers with a positive and proactive attitude towards ecological protection inspire students to follow and adopt similar values and behaviours.

            According to Hidayah (2021), self-control is the capacity of people to regulate their responses and actions, and it also provides five qualities such as self-discipline, the tendency to act rather than be impulsive, healthy habits, self-regulation or good work ethics, and reliability. These qualities help promote a greater understanding of regulating one’s action toward achieving environmentalism. Additionally, an orderly environment benefits individuals’ self-control behaviours more than a disorderly environment (Li, Liu, & Li, 2020).  Thus, empowering teachers to embrace their moral duties and responsibilities can significantly influence dedicated, morally grounded, and accustomed teachers, underscoring the importance of supporting the promotion of environmentalism.

Conclusion

            In conclusion, teachers are vital in characterizing and shaping school behaviour because of their distinct moral values, attitudes, and self-controlled personality. Teachers are ethically accountable for shaping students’ ethical values and behaviours toward becoming stewards of the environment. Environmental education is necessary as part of the curriculum as it teaches the proper approaches to inculcate the significance of environmentalism to the students, which helps them acquire the required knowledge, skills, and abilities that prepare them to provide a livable planet Earth for future generations. Also, teachers are agents of change for the environment as they promote a deep-seated understanding of environmentalism to students that is not only limited in the classroom but to a more global effect since environmental issues and challenges have been a perennial problem to all. Acknowledging a more profound sense of constructive environmentalism through the moral obligations of teachers and students provides a more meaningful and livable society

References

Gui, A.K., Yasin, M., Abdullah, N.S., & Saharuddin, N. (2020). Roles of Teacher and Challenges in Developing Students' Morality. Universal Journal of Educational Research, 8, 52-59.

Hand, M. (2017). A Theory of Moral Education. Taylor & Francis Group. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9781315708508/theory-moral-educationmichael-hand

Hidayah, R. (2021). Students’ Self-Adjustment, Self-Control, and Morality. Journal of Social Studies Education Research, 12 (1):174-193. https://files.eric.ed.gov/fulltext/EJ1292720.pdf

Li, Z., Liu, N., & Li, S. (2020). Environmental Orderliness Affects Self-Control and Creative Thinking: The Moderating Effects of Trait Self-Control. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01515

            Raymond, A.G. (2020). International Norms and the Resort to War. Springer                    n                      InternationalPublishing.

Ulug, M., Ozden, M. S., & Eryilmaz, A. (2011). The Effects of Teachers’ Attitudes on Students’ Personality and Performance. Procedia: Social & Behavioral Sciences, 30, 738–742. https://doi.org/10.1016/j.sbspro.2011.10.144 

Zachariou, F., Tsami, E., Chalkias, C., & Bersimis, S. (2017). Teachers’ Attitudes towards the Environment and Environmental Education: An Empirical Study. International Journal of Environmental & Science Education, 1567–1593.

 

 

 

 

 

 

Monday, July 8, 2024

The Influence of teachers' morality on educational outcomes: A literature review

 Ma. Assumpta Joy J. Ballesteros

Divine Word College of Laoag- Graduate School of Education

 Abstract

            Teachers have a significant impact on how students think and develop in the future. In addition to teaching academic content, they are in responsible for fostering the moral and ethical development of their students. The morality of educators has a big impact on student results, character development, academic achievement, and the school climate as a whole. The article explores the various ways in which teachers' morality affects students' academic performance, the difficulties in upholding moral standards, and methods for encouraging moral instruction.

Keywords: Teachers' Morality, Ethical Teaching, Moral Development, Educational Outcomes, Teacher Ethics

Introduction

            The moral integrity and moral conduct of educators are vital in the field of education. Teachers serve as both knowledge providers and role models for their students, and their behaviour and morals have a significant influence on both. A conducive educational atmosphere is facilitated by the moral values that teachers uphold, which include honesty, integrity, empathy, and justice. The paper explores the relationship between instructors' morality and education, looking at how moral behaviour in the classroom affects student involvement, classroom dynamics, and overall educational outcomes.

            Morality is a system of ideals, convictions, and rules that direct a person's actions and choices. It is a set of behaviour standards that are widely recognized in a given community or culture. It points to the distinction between good and wrong and is generally dependent on a person's values and personal views. Teachers are the key persons in the educational setting and whom the students look up to. They play a vital role in the foundation of morality in students. The core responsibility of a professional teacher is to handle students with dignity and respect, as stated in the code of ethics of professional teachers. They uphold proper verbal, physical, emotional, and social boundaries to support students' health, safety, and overall well-being. Teachers naturally exemplify morality in their lives, whether they are working in or out of the school.     Teaching and learning in the classroom are greatly influenced by the teacher's personality and character, and developing a rapport with the students is more important than the actual teaching process. Students' performance can be greatly impacted by the moral behaviour of their teachers. The work ethic of educators, encompassing their devotion, perseverance, and commitment to moral principles, has a direct impact on their effectiveness. Strong work ethics are associated with better teacher performance, which can have a favourable effect on students' academic success. Thus, developing moral behaviour in educators is essential to raising student achievement in the classroom.

            This paper aims to explore the multifaceted ways in which teachers' morality influences education, offering practical recommendations for educators to enhance ethical practices in teaching. By understanding and promoting moral behavior in teachers, we can contribute to a more just and effective educational system.

Literature review

Teachers as Moral Exemplar

            Four essential values; dignity, truthfulness, justice, and responsibility and freedom, make up the foundation of education. Teachers are free to hold the values they choose, but they also have to uphold the standards set by their main role and by-laws and curriculum. A teacher is a moral educator who shares with students the basic principles and values that they work to uphold in their daily lives (Mohammed, 2016). In addition to being inspired by universal respect for human life, teachers should be directed by caring ideals. It is a truth that teachers have a moral obligation to act in their students’ best interests. As students entrust their teachers with their care and responsibility, and teachers are accountable for meeting the requirements of their students. This duty of teaching has significant practical and legal implications for teachers' personal and professional lives. It also establishes an ethical standard of professional activity that educators must adhere to. Teachers should be a models of proper conduct since they must help students grow into morally upright individuals in addition to proving their knowledge (Ilharenil & Aravindah, 2015). Yashoda and Kumar (2017) claim that educators serve as role models for their students. To help learners develop good character traits, they should instil moral principles in them. Through a variety of activities and the media, teachers should establish moral standards for the classroom.

            The moral implications of educational activities link morality and education, and the goal of moral education for teachers is to create morally upright individuals. Teachers always assume role modelling, whether consciously or unconsciously, within or outside the classroom, Teachers become moral agents by setting an example for their students (Caslib, 2014). Therefore, teachers must uphold and demonstrate the highest ethical standards to provide a positive example for the students.

Impact of Teachers' Morality on Students

            Teaching morality refers to efforts made to give students the means they need to develop their morality, whereas teaching morality refers to the morality of the teachers' behaviour. Teachers should be moral role models whose actions and behaviour have a big influence on the students they teach, in addition to being providers of knowledge. The moral code of a teacher, comprising their values, ethical principles, and commitment to professional integrity, can have a significant impact on students' academic performance as well as the learning environment (Shahid et al., 2019).

            Campbell (2003) believes that educators have an ethical duty to consider their students' morality outside of the classroom. Educators can communicate beneficial moral ideas through their interactions, modelling, and example-setting. The environment of the school, and thus the teachers who work there, greatly influence their students to grow up morally and character-wise. They aid in forming learners’ socialization and establishing morality and stability.

            Teaching strategies that follow parenting best practices strongly predict students' learning goals, school interests, and mastery learning orientation. For example, students who have high expectations from their teachers are more likely to seek realistic objectives, take responsibility, and show a commitment to mastery learning. They also tend to do well academically in society. Teachers who uphold moral principles have a beneficial effect on learners' emotional and academic development (Inuyakan-Adebayo & Nwile, 2022). Students who have teachers who have high integrity perform better academically. Teachers' moral character has a direct impact on students' academic performance. When teachers are honest, fair, and committed, they create a positive learning atmosphere where respect and trust grow. Students are more likely to be engaged in their studies and strive for success when they feel that their teachers are ethically sound people.

            The influence of a teacher as a moral role model can be profound and long-lasting. Teachers who set an example of moral behaviour for students often influence their adult students' personal and professional lives by instilling these beliefs in them. Students gain the ability to collaborate on projects, engage in positive peer interactions, and encourage one another's academic growth. These learners will probably contribute greatly to society since they are more likely to be morally pure, sympathetic, and socially aware. Students gain the ability to collaborate on projects, engage in positive peer interactions, and encourage one another's academic growth.

            Likewise, teachers who exhibit moral leadership can also have a beneficial impact on students' perspectives on social issues. Students are more likely to engage in better levels of engagement with society, social responsibility, and ethical behaviour when they are taught by morally upright teachers. Teachers' moral guidance has the power to mould students' personalities and inspire them to contribute positively to both their local communities and society as a whole.

            Mugabo (2020) suggests that teachers should focus on developing students' social and emotional skills as a means of imparting moral values to their students. Most importantly for academic performance are social and emotional skills. Social and emotional learning programs help students learn more academically even if recent evidence indicates that emotional intelligence has a greater impact on life and academic success than academic intelligence. Educators use interventions that target social and emotional skills that are successful in stopping harmful behaviours. A strong indicator of a student’s moral development in the future is social and emotional learning.

Challenges in Maintaining Teachers' Morality

            Maintaining teachers upright in their conduct is essential to creating a supportive and moral learning environment. It can be a difficult responsibility for teachers to always be conscious of their actions and the examples they provide. Teachers need to be aware of their own prejudices and make sure that the values they want to inculcate in their students are reflected in the way they act. They also need to create an atmosphere where people appreciate and comprehend one another's points of view while balancing the varied moral backgrounds of their students.

            Teachers should understand that their behaviour, both on and off the work, can have a significant impact on their professional image since they are role models. Mistakes in decisions can negatively affect students, harm educators' reputations, and reduce public confidence in educational institutions and the teaching profession. According to Anand (2016), educators encounter a variety of difficult ethical challenges and situations in which their own moral principles are tested by those of their colleagues, administrators, and the school community. There are several examples of when educators and administrators make bad choices without giving ethical considerations any thought. Throughout their careers, teachers must deal with a variety of challenges.

            Since teaching is a morally demanding vocation, the classroom atmosphere must uphold the highest moral standards. Also, studies indicate that most of the time teachers are not aware of the consequences of what they do. If teachers manipulate their students' grades in any way, for example, by forcing them to pass an exam they don't deserve to pass or by ignoring incorrect answers, they are acting unethically. Teachers are supposed to be aware of the diversity in the classroom and to respond accordingly, treating all pupils equally regardless of their differences. This requires them to act without any personal bias. Parents' and teachers' perceptions might conflict at times due to differences in what is in the best interests of the students, based on personal experience, as well as differences in the students' aptitude and abilities. Parents may hold differing opinions because they wish to impose their beliefs on their children regarding career choices or other matters (Singh & Sabhawal, 2020).

Challenges in Teaching Morality

            According to Gui, et al. (2020), educators face numerous challenges in their efforts to help learners build moral character and conduct out moral education in school. The method of instruction and assessment provide difficulties for teachers. The interest of students in moral education presents teachers with another problem. Although they learn these moral principles in school, they are unsure of how to put them into practice in real life. When teaching moral principles, teachers consistently employ the same techniques which makes the students tired of the subject. Similarly, insufficient educational resources represent an additional factor (Okeke & Okoye, 2016).

            While any teacher can serve as a moral educator—moral educators or not—to effectively instruct students, they must become knowledgeable about moral concepts and ideas. Some teachers are given assignments by school administrators even if they have never received training in this subject's pedagogy.

            Every level of education has an important role to play to ensure that students develop ethical values. The learners’ environment has changed, and it can be difficult to defend moral principles in a society where everything is designed to appeal to a fleeting and instantaneous perspective on life in general. Making our children understand the worth of human values that are in contrast to their temporal environment is a difficulty (Chandak, 2022).

            As stated by Chowdhury et al. (2019), subject-based training exposed teachers to a variety of instructional techniques. Teachers are uncomfortable and under stress, since they are unable to properly and adequately care for their students and fulfil their responsibilities due to a lack of teachers and a heavy workload. The majority of students are unaware of the advantages of acquiring ethics in their daily lives, and educators fail to adequately clarify the learning objectives of their charges. Thus, there is a discrepancy between what students anticipate to learn and what is expected of them. The right lessons to teach morality and ethics in the classroom are not taught to teachers during their training. Teachers can lose hope in teaching morality when they see no progress in their kids because of their parents' awareness and lack of poverty.

Promoting Ethical Behavior Among Teachers:

            Teachers use their professional competencies and abilities, primarily from their university education to impact students through their teaching; however, continuing professional development and experience are necessary for improvement. The development of professional abilities is linked to an understanding of the ambiguity of education, the impossibility of being fully prepared for teaching, and the issues that come with it (Olejarova, 2017).

            Teaching requires an integration of personality, potential, and competencies; thus educators should focus on improving their professional and moral selves. In along with imparting knowledge, teachers assist students in developing into responsible, moral adults. Teachers should so remember that part of their job is to demonstrate ethical behaviour in addition to professional ability.       According to Bilasová (2016), teacher education is crucial to the development of ethics in the classroom. Teacher preparation should be of high caliber, covering both methodological and pedagogical competencies, and emphasizing a humane approach in addition to the aptitudes and skills necessary for that specific field. This presents us to the moral qualities or skills that teachers should actively work to cultivate and enhance through training and self-improvement in moral performance, moral thinking, and moral decision-making by choosing responsible and focused solutions to common teaching problems.

            The work of Olejarove (2017), states that education demands sensitive and adaptable decision-making in settings that are always changing in the workplace. For this reason, courses on teacher professional ethics have to centre on the acquisition of ethical information, enhancing the capacity of aspiring educators to recognize the ethically significant elements of a given circumstance and to comprehend its moral implications in their entirety. In order for future educators to properly analyze the situation, courses on the professional ethics of teaching should also foster the capacity for moral thought and decision-making.

            Professional development programs should incorporate instruction on ethical education and character development to assist teachers in fulfilling their position as moral role models. Schools should offer a safe space where educators can talk about and consider the difficulties they have had in upholding moral principles. As well as schools and the government must give support to teachers by giving enough learning materials and professional development training.

 Conclusion

            In conclusion, teachers have a vital role in forming their students' moral compass and character since they are moral exemplars. Teachers help shape the next generation of responsible and ethical individuals by their words, deeds, and instilling of values. A key component of a successful education is the morality of the teachers. It has a major impact on pupils' social growth, moral behaviour, and academic success. Teachers can motivate and mentor their students toward successful academic and personal achievements by acting as moral role models and exhibiting these qualities. To ensure that future generations have the knowledge, abilities, and ethical foundation they require to remain viable in a world that is becoming more and more complicated, educational systems everywhere should place a high focus on encouraging high moral standards among educators. Acknowledging and promoting this facet of education can improve learning outcomes for students as a whole and help build a society that is more moral and just.

References

Anand, S. (2016). Understanding Code of Professional Ethics in Teaching. International journal of applied research, 2(7):159-163.

Bilasova, V. (2016).Ethics and ethics education in schools. Philosophy of ethics education pp. 24-25).

Campbell, E. (2003). Moral Lessons: The Ethical Role of Teachers. Educational Research and Evaluation9(1), 25–50. https://doi.org/10.1076/edre.9.1.25.13550

 

Carr, D. (2014), Metaphysics and methods in moral enquiry and education: Some old philosophical wine for new theoretical bottles. Journal of Moral Education, 43 (4) 500- 515. doi: 10.1080/03057240.2014.943167

 

Caslib, B.N. (2014). On the nature of ethics for teachers. University of the Philippines Diliman. PSSR 66/1(2014): 67-90

Chandak, S.R. (2022). Challenges of teaching moral and ethical values in an age of instant gratification. IMPACT Journal of Research in Humanities, Arts and Literature, 10 (10).

 

Chowdhury, M.S.R., Yesmin, S., & Obaydullah, A.K.M. (2019), Teaching morals and ethics in primary education: practices and challenges. IJARIIE, 5(1) ISSN(O)-2395-4396.

 

Gui, A.K., Yasin, M., Abdullah, N.S., & Saharuddin, N. (2020). Roles of Teacher and Challenges in Developing Students' Morality. Universal Journal of Educational Research, 8, 52-59.

 

Ilharenil N. & Avarindah K. L. (2015). Teachers As Moral Models- Are We Caring Enough?

 

Inukan-Adebayo, R. & Nwile, C. (2022). Influence of teachers’ moral behaviour on students’ academic performance in Public Senior Secondary Schools in Rivers State. 2782-2766

 

Mohammed C. (2016). Emphasizing morals, values, Ethics, and character education in science education and science teaching. The Malaysian online Journal of education science,4(2).

 

Mugabo, D. (2020). The role of teachers in moral character development of students. International Journal of Social Sciences and Humanities Research. Vol. 8(1), 378-384.

 

Okeke, C. & Okoye, H. (2023). The challenges facing the effective teaching and learning of religious/moral education in secondary schools in Onitsha Urban. Journal of Religion and Human Relations, 8(1), 84-95. 2016996996663

 

Olejárová, G.P. (2017). Virtues and consequences in teaching ethics. Human Affairs27(3), 273-288. https://doi.org/10.1515/humaff-2017-0023

 

Shahid, N. A., Akhter, N., & Malik, S. I. N. (2019). Professionalism as a Moral Code of Secondary School Teachers. Social Science Research, 4(1), 53-60. https://doi.org/10.31703/gssr.2019(IV-I).07

 

Singh, R., & Sabharwal, S. (2020). Ethical Dilemmas of a Teacher. Pramana Research Journal. Volume 10(6). 

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