Evaluation of the effectiveness of teaching professional ethics course on religious orientation and academic stress of student of Farhangian university

Author

هیات علمی

10.22081/jare.2024.67069.1845

Abstract

The Iranian teacher training system emphasizes the need to include the teacher ethics course in the teacher training curriculum and one of the common courses in all disciplines of Farhangian University is the teacher ethics course with emphasis on Islamic rights and duties. The aim of this study was to investigate the effectiveness of teaching professional ethics on the religious orientation and academic stress of student at Kerman Farhangian University. The research method was quasi-experimental with pre-test-post-test design of the control group. The study population included all students of Kerman Farhangian University in the first semester of 2022. 50 people were selected as the sample by available sampling method and were divided into experimental (n= 25) and control (n= 25) groups accidentally. The experimental group underwent teacher professional ethics training in 8 sessions of 90 minutes and the control group did not receive any intervention. Data collection tools were the religious orientation questionnaire of Sanagouizadeh and Jan Bozorgi (2011) and the academic stress of Sun, Don, Hu and Zhou (2011). Data analysis was performed by descriptive statistics, univariate and multivariate analysis of covariance and SPSS-22 software. The results showed that teacher professional ethics training significantly increased the orientation of religious adherence, decreased the orientation of religious instability and ambivalence and reduced the academic stress of students (P <0.001). The magnitude of this effect based on the amount of

Keywords

Main Subjects

References

  1. Decker, D. M., Wolfe, J. L. & Belcher, C. K. (2022). “A 30-years systematic review of professional ethics and teacher preparation”. The Journal of Special Education, No. 55(4): p. 201-212.
  2. Dimitrov, G. (2017). “A study on the impact of academic stress among college students in India”. Ideal Research Journal, No. 2(4): p. 21-25.
  3. Kafi, Z., Motallebzadeh, K. & Ashraf, H. (2018). “University instructors’ teaching experience and their perception of Professional ethics: Postulating a Model”. International Journal of Instruction, No. 11(4): p. 257-270.
  4. Kumar, R. (2014). “Professional Ethics in Teacher Education: Need and Importance”. Darpan International Research Analysis, No. 1(8): p. 1-8.
  5. Kusumaningrum, D. E., Sumarsono, R. B. & Gunawan, I. (2019). “Professional ethics and teacher teaching performance: Measurement of teacher empowerment with a soft system methodology approach”. International Journal of Innovation, Creativity and Change, No. 5(4): p. 611-624.
  6. Fino, L. B., Alsayed, A. R., Basheti, I. A., Saini, B., Moles, R. & Chaar, B. B. (2022). “Implementing and evaluating a course in professional ethics for an undergraduate pharmacy curriculum: A feasibility study”. Currents in Pharmacy Teaching and Learning, No. 14(1), p. 88-105.
  7. Sun, J., Dunne, M. P., Hou, X., Xu, A. (2011). “Educational stress among Chinese adolescent: Individual, family, school and peer influences”. Educational Review, No. 65(3), p. 284-302.
  8. Thompson, D. F. (2020). “The Professional Ethics of Witnessing Professionals”. Dædalus, No. 149(4), p. 67-78.
  9. Ünlü, M. (2018). “An Evaluation of Occupational Ethical Values of Geography Teacher Candidates in Turkey”. Educational Research and Reviews, No. 13(2), p. 68-73.
  10. XiangShen, Z. H., KangBaoshan, T. Q. & Zhu, L. (2019). “Longitudinal Effects of Examination Stress on Psychological Well-Being and a Possible Mediating Role of Self-Esteem in Chinese High School Students”. Journal of Happiness Studies January, No. 20(1), p. 283–305.

 

Files

History

  • Receive Date: 30 July 2023
  • Revise Date: 23 October 2023
  • Accept Date: 20 November 2023

Share

How to cite

Statistics