Perceptions of Trainees, Trainers, and Directors on Effectiveness of Implementing Code of Teacher Professional Ethics in Cambodia: A Case Study at Phnom Penh Teacher Education College

Abstract

The purpose of this research study is to examine the perceptions of trainees, trainers, and the director regarding the effectiveness of implementing the Code of Teacher Professional Ethics (TPE) at Phnom Penh Teacher Education College (PTEC), located in Phnom Penh, Cambodia. In essence, TPE refers to the principles and standards that teachers must adhere to in order to uphold the dignity and honor of the teaching profession. With this in mind, the study was conducted to explore the situations, challenges, practices, opportunities, and overall effectiveness of TPE implementation.

A qualitative research method was employed to gain detailed insights from the participants. The study engaged a total of twenty (20) participants, consisting of twelve (12) trainees, seven (7) trainers, and one (1) director.

The study revealed the following key findings:

1. Participants had been trained in the code of TPE.
2. They perceived TPE as the foundation of good teaching practices, encompassing the duties of educators, professional development, and a tool to build credibility and trust.
3. Several factors were identified as hindrances to effective implementation, including both personal and external/environmental challenges.
4. Participants shared perspectives on effective implementation, highlighting aspects such as obligation, education, training/teaching, administrative tasks, collaboration, communication, participation, support, hygiene, personal development, time management, leadership, motivation, and encouragement.
5. Diverse perspectives and suggestions were also provided by the participants.

Based on these findings, the study recommends that the Ministry of Education, Youth and Sports (MoEYS) continue to promote and provide opportunities for educators to engage in research. Additionally, it encourages community and school leaders to recognize and value educators as a means of motivating them to effectively guide future generations.

Trainers, in particular, are advised to maintain professional conduct and rectify any practices that may conflict with the TPE. They are further encouraged to uphold the integrity of their profession. Lastly, it is recommended that future researchers expand upon this study, particularly by examining the positive impacts of management operations and leadership on TPE implementation.