Introduction:

It is universally felt that like all other professions, the teaching profession should also have its own Code of Professional Ethics which indeed is a pre-requisite to ensure its dignity and integrity. It is also significant that the Right of Children to Free and Compulsory Education Act, 2009 entrusts teachers with some onerous professional responsibilities to be internalised by them in the performance of their duties. Accordingly, it is considered necessary that the Code of Professional Ethics be evolved and adopted by the teaching community. For the purpose of this Code, the term “teacher” covers all school teachers, whether in government or private schools, on full-time or part-time basis, at the elementary and secondary levels and the teachers holding administrative and supervisory positions The Code of Professional Ethics for teachers provides a framework of principles to guide them in discharging their obligations towards students, parents, colleagues and community. Increased awareness of the ethical principles governing the teaching

profession is essential to ensure ‘professionalism’ among teachers.The National Council for Teacher Education (NCTE) has developed a Code of Professional Ethics for school teachers on the recommendations of a Committee constituted for the purpose under the Chairmanship of Prof. A.K. Sharma, former Director, NCERT. The Code provides a framework of principles that would guide teachers in discharging their obligations towards students, parents and other stakeholders.

Implementation of Code:

The Code will be implemented in collaboration with the associations and federations of school teachers.  This information was given by the Minister of State for Human Resource Development Smt. D. Purandeswari, in a written reply to a question, in the Rajya Sabha today. In pursuance of the recommendations of the National Policy on Education (NPE), 1986/1992, the National Council of Educational Research and Training (NCERT) in collaboration with the All India Primary Teachers Federation (AIPTF), All India Secondary Teachers Federation (AISTF) and All India Federation of Educational Associations (AIFEA) had developed, for the first time, a Code of Professional Ethics for Teachers, in 1997. Recognizing the need for revising the Code of Professional Ethics for School Teachers, the National Council for Teacher Education (NCTE) appointed a Committee comprising Prof. A.K. Sharma, former Director, NCERT, Prof. G.L. Arora, former Head Department of Teacher Education and Extension, NCERT, Prof. Pranati Panda, National University of Educational Planning and Administration and Prof. Najma Amin, Jamia Millia Islamia. The Committee constituted by the NCTE reviewed this Code keeping in view the context of the relevant sections of the Right of Children to Free and Compulsory Education (RTE) Act 2009 and also examined the Codes of Professional Ethics currently in use in some other countries. The draft Code prepared by the NCTE Committee was shared with the representatives of State Education Departments, All India Federations of Primary and Secondary Teachers organizations and UNESCO, and senior officials of the Ministry of HRD, educational administrators and experts in a National Seminar. It was also put on the website of NCTE inviting comments and suggestions from the stakeholders in school education. Valuable suggestions received online and in the seminar have been duly considered while finalizing this document.

Ideally, the Code of Professional Ethics should be prepared by the professional organizations of teachers themselves as it is their responsibility to ensure its observance as a self-imposed discipline on the part of their members. The NCTE has prepared this document as a facilitative mechanism for professional bodies of teachers to use it as a template for discussion amongst them, make any amendments, if necessary, and adopt it to give dignity to their profession. 

 

“The document comprises three chapters. The Code of Professional Ethics is given in Chapter 1, a mechanism for its observance is suggested in Chapter 2, Explanatory Notes on different articles of the Code are given in Chapter 3. The Explanatory Notes have been included to facilitate better understanding by the teachers of the provisions contained in the Code. “I am grateful to the members of the Committee for sparing their time and giving us the benefit of their long experience in the field. I am also thankful to the representatives of Teacher organizations for their whole hearted cooperation in this endeavour which has the potential to raise the status of the teaching profession.”

Preamble:

— Recognizing that every child has a fundamental right to education of good quality;

— Recognizing that every child has an inherent potential and talent;

— Recognizing that education should be directed to the all round development of the human personality;

— Recognizing the need for developing faith in the guiding principles of our polity, viz., democracy, social justice and secularism;

 

— Recognizing the need to promote through education the concept of composite culture of India and a sense of national identity;

— Recognizing that teachers, being an integral part of the social milieu, share the needs and aspirations of the people;

— Recognizing the need to enhance self-esteem of teachers;

— Recognizing the need to organize teaching as a profession for which expert knowledge, specialized skills and dedication are pre-requisites;

— Recognizing that the community respect and support for the teachers are dependent on the teachers’ professionalism; and

— Recognizing the need for self-direction and self-discipline among members of the teaching community

The Present Code Of Professional Ethics For School Teachers Is An Attempt To Provide Direction And Guidance To The Teachers In Enhancing The Dignity Of Their Professional Work.

1. Obligations towards Students:

1.1 Treats all students with love and affection.

1.2 Respects the value of being just and impartial to all students irrespective of their caste, creed, religion, sex, economic status, disability, language and place of birth.

1.3 Facilitates students’ physical, social, intellectual, emotional, and moral development.

1.4 Respects basic human dignity of the child in all aspects of school life.

1.5 Makes planned and systematic efforts to facilitate the child to actualize his/her potential and talent.

1.6 Transacts the curriculum in conformity with the values enshrined in the Constitution of India.

1.7 Adapts his/her teaching to the individual needs of students.

 

1.8 Maintains the confidentiality of the information concerning students and dispenses such information only to those who are legitimately entitled to it.

1.9 Refrains from subjecting any child to fear, trauma, anxiety, physical punishment, sexual abuse, and mental and emotional harassment.

1.10 Keeps a dignified demeanour commensurate with the expectations from a teacher as a role model.

2. Obligations towards Parents, Community and Society:

2.1 Establishes a relationship of trust with parents/guardians in the interest of all round development of students.

2.2 Desists from doing any thing which is derogatory to the respect of the child or his/her parents/guardians.

2.3 Strives to develop respect for the composite culture of India among students.

2.4 Keeps the country uppermost in mind, refrains from taking part in such activities as may spread feelings of hatred or enmity among different communities, religious or linguistic groups.

3. Obligations towards the Profession and Colleagues:

3.1 Strives for his/her continuous professional development.

3.2 Creates a culture that encourages purposeful collaboration and dialogue among colleagues and stakeholders.

3.3 Takes pride in the teaching profession and treats other members of the profession with respect and dignity.

3.4 Refrains from engaging himself/herself in private tuition or private teaching activity.

3.5 Refrains from accepting any gift, or favour that might impair or appear to influence professional decisions or actions.

3.6 Refrains from making unsubstantiated allegations against colleagues or higher authorities.

 

3.7 Avoids making derogatory statements about colleagues, especially in the presence of pupils, other teachers, officials or parents.

3.8 Respects the professional standing and opinions of his/her colleagues.

3.9 . Maintains confidentiality of information concerning colleagues and dispenses such information only when authorized to do so.

Conclusion:

It is essential to create an academically stimulating ethos in the school for which all the teachers are expected to contribute. Such an ethos involves planned and focused collaboration in all academic matters among teachers working in the institution. The collaboration may be in the execution of jointly planned projects and programmes such as projects to improve students’ achievements in different spheres. There should also be an environment of free and frank dialogue and discussion among teachers to seek collective solutions to the problems of the institution and also to those of teachers and students. It should be a regular practice among teachers of an institution to sit together to reflect on the problems faced by them in curriculum transaction or in classroom management or in attending to children with learning disabilities or behavior problems. Such discussions and interactions should become an essential component of school climate, as these have the potential to enable the teachers to construct their own knowledge about students and their learning and about desirable pedagogical practices. Besides teachers, there are many other stakeholders in the reputation of the institution and of the teaching profession and also in the education of children, such as parents and representatives of the community. A teacher should constantly strive to seek their involvement in the affairs of the institution and discuss with them the problems, programmes and plans of the institution. A teacher may be knowing many things about the life and conduct of his/he fellow teachers. Some information may be of confidential nature while some other may be of routine type involving no component of confidentiality. If a teacher has expressed his/her services for undertaking a specific task, there is no element of confidentiality I n these facts as these are already in the public domain. However, if there is an allegation that a teacher has committed some irregularities in the maintenance of accounts of an activity or if a student makes a complaint that a particular teacher misused his/her position during an educational tour, the school authorities are likely to appoint an inquiry committee to probe the matter. While investigating the matter, the members of the committee are likely to obtain information of confidential nature from the teachers, students and officials. A teacher shall be violating the Code of Professional Ethics if he/she chooses to publicize the information obtained during the course of investigation. A young teacher facing some sort of turmoil in his/her personal, social or professional life may decide to seek the emotional support of an elderly and senior teacher and in the process may divulge some confidential information. The teacher who has received the information shall be violating the ethical principles of teaching profession if he/she passes on the information shared in confidence to other teachers.