Legislating Morality: Codes of Ethics and Sanctions Related to Teacher Misconduct

The lack of quantitative studies about the way systems affect teacher misconduct means management systems are not evidence-based, a situation that places students in harm’s way. This study sought to fill that gap and provide a set of evidence-based recommendations for policymakers, teacher credentialing agencies, and school district personnel to manage teacher misconduct. The study analyzed teacher credential sanction data in 12 states over a 10-year period. The author used zero-inflated negative binomial regression and determined that the legislated status and nature of codes of ethics for teachers, average annual teacher salary, states’ right to work status, and union coverage had a relationship with sanctions. Additionally, Kruskal-Wallis H tests determined that there are statistically significant differences in the number of sanctions between school districts in some states. The author recommends implementation of the E-CED approach — ethics codes, ethics education, and ethics data management to better manage teacher misconduct.|Keywords: Teacher misconduct, codes of ethics, public education, organizational misbehavior, ethics

Grantor dc:publisher

Creighton University

Year dc:date.issued

2018

Author dc:creator

• Warnock, Larina Michelle

Advisor dc:contributor.advisor

• Martin Jr., James R.

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/117924

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/117924