Teachers’ Ethical Responsibilities Regarding Educational Assessment

Abstract

It can be challenging to consider and discuss the often unsaid ethical aspect of teaching. From a professional standpoint, the caliber and standing of the teaching profession depend on professional ethics and a shared body of knowledge. The impetus for this descriptive phenomenological study stemmed from the need to understand how teachers perceive their own professional ethics and how they manifest in their instruction. We interviewed thirty-six Iraqi teachers who work with students ages one to sixteen to formulate the essence of the phenomenon. The findings demonstrate that teaching pupils right from wrong is the primary ethical duty of educators. A secure learning environment, relationships with and among the pupils, and guidance are all interdependent. The surrounding society impacts the pupil's supervision and opportunities for cooperation with guardians and coworkers.