Gifted Education Intemational2010 Vol26, pp 6-14

©2010 A B Academic Publishers

Ayla Oktay*, Oya Ramazan** & Ahmet Sakin

Marmara University, Istanbul, Turkey

the relationship between

preschool teachers'
professional ethical
behavior perceptions,
moral judgment levels and
attitudes to teaching
Abstract

Morality is the stance and attitude that makes a social human being; the display of behaviors such as
praise, criticism, tolerance and intolerance, confirmation and rejection; the taking of sides by stating
what one finds good or bad, right or wrong, instead of staying indifferent to what other people say
and do (Pieper, 1999).

Moral development needs to be taught at schools from the personality-shaping years of preschool
so as to raise individuals with a strong sense of morality. Teachers are as important as families in
children's moral development. Although parents may play a crucial role in child development within
the family environment, once children start school, teachers take the primary importance in children's
lives. As pointed out by Dewey (1995), telling preschool children to behave morally has very little
contribution towards the development of moral behavior. Therefore, it is of utmost importance that
teachers involved in morality education act as models for children by displaying ethical and moral
behavior.

As a discipline, morality is the collection of ethical codes reflected in practical everyday life; they
constitute the value system guiding a society's behaviors, attitudes and beliefs. In their studies, Oser
(1991) and Terhart (1998) state that teachers' professional quality depend on the development of
cognitive, moral and practical domains, and that these three together define teacher competencies.
Therefore, it is not enough for teacher education programs to improve teachers in only one domain;
moral judgment levels and teaching attitudes play a determining role in the identification of teacher
ethical behaviors. Starting from this, the present study investigates the relationship between preschool
teachers' professional ethical behavior perceptions, moral judgment levels and teaching attitudes.

*Email: aylaoktay@marmara.edu.tr
6, Gifted Education International **Email: oramazan@marmara.edu.tr

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 The sample includes 464 randomly selected preschool teachers working in 10 different regions of
Istanbul. Three different measurement tools were used: Preschool Teacher Ethical Behaviors Scale,
Moral Judgment Test, and Teaching Attitudes Scale. The results seem to imply that a linear relationship
exists between the variable of 'preschool teachers' ethical behavior perceptions' and the variables of
'moral judgment level', 'democratic attitude', 'autocratic attitude' and 'apathetic attitude'. Put
differently, preschool teachers' perceptions about ethical behaviors are predicted by moral judgment
level, democratic attitude, autocratic attitude and apathetic attitude.

Introduction Freedom, the foundation of democracy, is

Morality has been an area of study from
Socrates to our present day, in such diverse
areas as religion, philosophy and psychology.
Morality has been defined in several ways
and moral development has been explained
by different theories. According to Kohlberg
(1981), morality is a cognitive structure that
includes conscious judgment, decision-
making and behavior about justice and
injustice, right and wrong, good and bad.
Fromm (1995) defines the moral codes of a
society as the totality of rules that are to be
followed in a society, that promote the right
and the good, that determine bad and
harmful behavior for individuals and the
society, the lack of which brings negative
reactions and even social punishment.
Morality is the stance and attitude that makes
a social human being; the display of
behaviors such as praise, criticism, tolerance
and intolerance, confirmation and rejection;
the taking of sides by stating what one finds
good or bad, right or wrong instead of
staying indifferent to what other people say
and do (Pieper, 1999).
People with highly developed moral
judgment can listen to and critically evaluate
ideas other than their own, instead of blindly
rejecting them; and they consequently delay,
revise or change their own ideas (Ciftci,
2001a). This also forms the basis of a
democratic personality. Having moral
judgment is only possible with free thought.
the assurance of moral behavior. Moral
development requires a democratic
environment, and democracy requires
individuals with high moral development. A
democratic environment is one of solidarity
and compromise that is founded on the basic
values of human dignity, freedom, equality,
trust and the right to live. Such a society
comprises autonomous individuals who can
think rationally and critically, make free
decisions, and take responsibility for these
decisions and actions too. In societies with
low levels of morality, democracy is abused
and social justice is damaged (Lind, 1984;
Qtd. in Ciftci, 2003).
Moral development needs to be taught at
schools from the personality-shaping years
of preschool so as to raise individuals with a
strong sense of morality. Teachers are as
important as families in children's moral
development. Although parents may play a
crucial role in child development within the
family environment, once children start
school teachers take the primary importance
in children's lives. In addition to being
sensitive to children's physiological and
emotional needs, teachers should also design
purposeful activities to tackle the moral
problems that emerge at school because it is
through social interactions at school that
children construct and develop their values
and beliefs about what is good or bad and
what is right or wrong (Johansson, 2002). As
pointed out by Dewey (1995), telling

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preschool children to behave morally makes
very little contribution towards the
development of moral behavior. Therefore, it
is of utmost importance that teachers
involved in morality education act as models
for children by displaying ethical and moral
behavior.
As a discipline, morality is the collection
of ethical codes reflected in practical
everyday life; they are the value system
guiding a society's behaviors, attitudes and
beliefs. While morality is concerned with the
practical details of how individuals should
live their daily life, ethics requires a more
abstract and theoretical perspective (Inal,
1996; Qtd. in Aydin, 2002). According to
Ricoeur (2000), people need ethics in order to
have morality. Haynes (2002) argues that
ethics is not the 'science of morality'; it does
not claim to identify behavior codes but
examines moral questions to identify good
living.
In our day, ethical behavior by teachers is
a very important issue. Having originated as
a topic of debate in the 1970s in the US, ethics
is still a popular topic in contemporary
education systems (Campbell, 2003). At the
center of this debate lies teachers'
professional ethics. Studies describing and
analyzing teachers' ethics within a
theoretical framework have concluded that
the dimensions of teaching ethics are as
follows: taking the profession seriously,
being reliable and sincere, acting as a model,
taking responsibility for one's own actions,
and professional commitment, fairness and
honesty (Oser & Althof, 1993). A teacher's
ethical behavior is at the same time a social
notion. While being influenced by the
objective structure of the professional field
on one hand, the teacher also gets influenced
by interacting with colleagues and students,
the daily life of the school, school traditions
and the changing demands of the modern
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society on the other (Aurin & Maurer, 1993).
According to the "Code of Ethics of the
Education Profession" adopted by the
American National Education Association in
1975, educators should understand the
importance of their responsibilities in the
process of instruction, and display and
maintain the highest standards of ethical
behavior possible to win the respect and
trust of students, parents, colleagues and
other members of the society. The following
are some of the ethics codes developed by an
American education organization, The
National School Boards Association (NSBA)
for its members: regularly attending board
meetings; getting informed about and
respecting their resolutions; basing all
decisions on reasonable justification and not
on the judgment of special groups or
individuals; encouraging all board members
to freely share their opinions; having a
systematic communication with members of
the society, school personnel, students and
administrators; not getting involved in
conflicts of interest; and remembering that
priority should always be on the educational
development of students (NSBA, 1996).
Similarly, the National Association for the
Education of Young Children (NAEYC) is
aware of the moral and ethical
considerations of daily decisions made by
those working with small children, and they
have identified instructions of behavior for
the solution of ethical dilemmas faced in the
education and care of small children (Feeney
& Kipnis, 1998).
The basic ethical principles of the teaching
profession have been established as follows
in Texas, US:
• Professional responsibility: Educators shall
behave in accordance with work
standards and ethical behaviors in their
relations with students, colleagues,
families and the society.
• Ethical behaviors in the profession:
 Educators shall work to protect the
respectability of the profession by setting
an example in honesty, displaying their
personal qualities, following and
respecting the laws.
• Professional practice and performance:
Educators shall constantly try to improve
their competencies after they qualify by
taking responsibility for the practices
and performance of the teaching
profession.
• Ethical behavior towards colleagues:
Educators shall set an example of ethical
relationships with all colleagues by
treating them equally and fairly.
• Ethical behavior towards students:
respected by the society, educators shall
assess each student's potential of
becoming an effective citizen.
• Ethical behavior towards families and the
society: as educators fulfill their
citizenship mission within the society,
they collaborate with families and others
who contribute to the development of
schools (Qtd. in: Aydin, 2002).
Similar to the US, European countries
and others have also made important
decisions regarding ethics for teachers and
putting them into practice. While no study
has been held by the Turkish Ministry of
Education into teachers' ethics codes/
principles, many studies have been
conducted by universities and the ministry
on the qualities that teachers need to possess
(MEB. 2004, 2005; Cetin, 2001; Gokce, 2001;
Zengin, 2003; Gurkan et al., 2004; Cakir-
llhan, 2004; Diken, 2004; Baser et al., 2005;
Ustun, 2005). Consequently, the ministry has
identified personal and professional values
related to teacher competencies and six main
areas of competence, 39 sub-competencies
and 244 performance indicators. The six
main areas are professional development,
getting to know the student, the process of
learning and teaching, observation and
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assessment of learning and development,
parent-school-society relations, curriculum
and content area knowledge (MEB, 2006).
Additionally, prior to starting to teach,
teachers are asked to sign the 'Civil Service
Ethics Contract' written according to the
'Law about Establishing the Public Sector
Ethics Board' and effective as of 13 April
2005 (R.G., 2004, 25472). The items of this
contract are:
With the understanding that civil service
is above all personal benefit, I hereby declare
that I will:
• work to ease the public's daily life, meet
needs efficiently, quickly and effectively,
increase the quality of service and
satisfaction of the public;
• act in line with the principles of respect
for human rights, transparency,
participation, honesty, accountability,
watching the benefit of the public and
respect for the law;
• refrain from linguistic, religious,
philosophical, political, racial, age-
related, physical and sexual
discrimination, and act objectively
within rules of equal opportunity;
• not accept gifts from any person or
business related to my job, create any
kind of personal benefit, or expect any
special privilege;
• not use public property and resources for
personal reasons, or waste them;
• respect people's rights to petition, obtain
information, complain and start legal
action, and be courteous and respectful
towards service receivers, colleagues and
other stakeholders;
• adhere to the ethical conduct principles
and values identified by the directives of
the Public Sector Ethics Board (R.G.,
2005, 25785).
In their studies, Oser (1991) and Terhart
(1998) state that teachers' professional
Volume 26 No 1, 2010, 9
qualities depend on the development of
cognitive, moral and practical domains, and
that these three define teacher competencies.
Therefore, it is not enough for teacher
education programs to improve teachers in
only one domain; moral judgment levels and
teaching attitudes play a determining role in
the identification of teacher ethical
behaviors. Starting from this, the present
study investigates the relationship between
preschool teachers' professional ethical
behavior perceptions, moral judgment levels
and teaching attitudes.
Method
Sample
The sample includes 464 randomly selected
preschool teachers working in 10 different
regions of Istanbul. Of these teachers, 1.8%
were younger than 20; 25% was between
ages 21-25; 22.8% were between ages 26-30;
15.7% were between 31-35; 11.6% were
between 36-40, and 23.1% were above 41.
Of these, 54.5% were university
graduates of the departments of 'Preschool
Education' or 'Child Development', and the
rest were graduates of similar departments
of high schools and two-year colleges. As for
years in the profession, 8.2% had less than a
year; 30.2% had between 2-5 years; 26.1%
had between 6-10 years; 9.7% had between
11-15 years; 9.9% had between 16-20 years;
and 15.9% had more than 21 years in
teaching.
Measures
Three different measurement tools were
used in the study.
Preschool Teacher Ethical Behaviors Scale: This
was developed with the aim of reviewing the
literature on ethics and principles of
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teachers' professional ethics, and with the
aim of identifying preschool teachers'
professional ethical behavior perceptions
through interviews.
The validity and reliability studies of the
scale were conducted on 245 preschool
teachers. As a result of the factor analysis
conducted for validity purposes, the 99
initial items were reduced to 63 and grouped
under 7 factors. These factors were: Respect
for the Profession, Persons and Society (11
items); Professionalism (12 items);
Responsibility and Accuracy (14 items);
Provision of Health and Safety (6 items);
Democracy and Equality (10 items); Justice
and Morals (7 items); Honesty and
Helpfulness (3 items).
The reliability study for the total scale
yielded the inner consistency coefficients of
Cronbach Alpha .894, Spearman Brown .835,
and Guttman .935. For the sub-dimensions
of the scale, inner consistency was tested by
Cronbach Alpha and the following results
were obtained: .81 for Respect for the
Profession, Persons and Society; .75 for
Professionalism; .80 Responsibility and
Accuracy; .66 for Provision of Health and
Safety; .69 for Democracy and Equality; .59
for Justice and Morals; and .56 for Honesty
and Helpfulness.
Moral Judgment Test: This test was developed
in 1977 by Lind in order to measure moral
judgment levels. Based on Kohlberg' s moral
judgment theory, the test was adapted to
Turkey in 2001 by Ciftci and tested for
validity and reliability (Ciftci, 2001b). It
includes two different stories, both of which
involve a dilemma. For each story, there are
6 supporting and 6 refuting arguments
justifying or not justifying the behaviors of
the characters. These arguments correspond
to the six moral development stages in
Kohlberg' s theory.
Teaching Attitudes Scale: This was developed
in 1996 by Bilgin so as to measure preschool
teachers' attitudes towards teaching. The
scale has 3 sub-dimensions and 52 items:
Autocratic attitude (16 items), apathetic
attitude (19 items), and democratic attitude
(17 items). A reliability study with 88
individuals yielded the Cronbach Alpha
inner consistency coefficient of .70 for
autocratic attitude; .66 for apathetic attitude;
and .58 for democratic attitude.
Results
The mean scores obtained from the
Preschool Teacher Ethical Behaviors Scale
and its seven sub-dimensions were high,
thus suggesting that teachers adopted
professional ethical behaviors to a large
extent. The scores from the Moral Judgment
Test were lower. On the other hand, the
scores from the Teaching Attitudes Scale
showed that most teachers displayed a
democratic attitude.

Two-tailed Pearson Product Moment

Procedure
The three different measurement tools
described above were given to 638 preschool
teachers from 10 different regions of Istanbul
and the teachers were given two weeks to
complete them. Schools were visited at the
end of the designated period but only 464
teachers had completed the tools properly.
The final sample size was thus 464.
Correlation analysis was held to identify the
relationship between teachers' professional
ethical behavior perceptions, moral
judgment levels and their teaching attitudes.
Table 1 shows that a positive and meaningful
relationship at level .01 existed between the
Preschool Teacher Ethical Behaviors Scale
and Moral Judgment Test total scores. While
a positive relationship meaningful at the

Table 1: The Relationship between Preschool Teachers' Professional Ethical Behavior

Perceptions, Moral Judgment Levels and Teaching Attitudes

Moral Judgment Democratic Autocratic Apathetic

Level Attitude Attitude Attitude
Ethics Total r ,120(**) ,326(**) -,228(**) -,328(**)
p ,009 ,000 ,000 ,000
N 464 464 464 464

Table 2: The Relationship between the Dependent Variable and Independent Variables

Model R R2 Adapted R2 S.H. F sd 1 sd 2 p

1 ,440(a) ,194 ,187 26,05695 27,555 4 459 ,000***
***p< ,001

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 level .001 existed between Preschool Teacher
Ethical Behaviors Scale total scores and
democratic teaching attitude scores, a
negative one prevailed between autocratic
and apathetic attitude.
As shown in Table 1, moral judgment
level, democratic attitude, autocratic attitude
and apathetic attitude constituted the
independent variables and the professional
ethical behaviors of preschool teachers
constituted the dependent one. It can be seen
in Table 2 that the multiple correlation
coefficient between these two variables was
0.440 thus showing the relationship between
them. In other words, the strength of the
independent variables to represent the
dependent one was 44%.
The R2 value (R Square) represents the
extent to which the variance in the
dependent variable is explained by the
independent ones. If all observations are on
the regression line, then R2 = 1. If no linear
relationship exists between the dependent
and independent variables, then R2 = 0. It
should be remembered that R2 is the
goodness of fit criterion for a certain model
and R2: 0 does not mean there is no relation
between variables. It only means that there is
no linear relationship between them (Akgul
and Cevik, 2003).
Table 3: Parameters of the Regression Model
Variables B S.H.
(Constant) 49,665
Moral Judgment Level ,091
Democratic Attitude ,252
Autocratic Attitude -,089
Apathetic Attitude -,245
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A value of R2=.194 suggests that a linear
relationship exists between the variable
'preschool teachers' professional ethical
behavior perceptions' and 'moral judgment
level', 'democratic attitude', 'autocratic
attitude' and 'apathetic attitude'. Put
differently, 19% of the variance in preschool
teachers' professional ethical behavior
perceptions could be explained by the
variables moral judgment level, democratic
attitude, autocratic attitude and apathetic
attitude.
In order to evaluate the effect of each
independent variable on the dependent one,
'parameters' coefficient is used (Akgul and
Cevik, 2003). The beta values in Table 3 show
that when moral judgment level, autocratic
attitude and apathetic attitude are constant,
the correlation coefficient (~=.251) between
democratic attitude and preschool teachers'
professional ethical behavior perceptions is
positive. It can thus be argued that as
democratic attitude increases, so does
professional ethical behavior perceptions.
The second most important variable seems
to be 'apathetic attitude' with the
correlations coefficient(~= - .245). A negative
correlation implies that as apathetic attitude
increases, professional ethical behavior
perceptions decrease.
The third important variable was 'moral
~ t p
4,401 11,284 ,000***
,042 ,091 2,167 ,031*
,043 ,251 5,801 ,000***
,045 -,089 -1,971 ,049*
,045 -,245 -5,387 ,000***
judgment level' with the correlation
coefficient (~=.091). A positive value shows
that increasing moral judgment level scores
mean increasing professional ethical
behavior perceptions, too.
The variable 'autocratic attitude' features
in the fourth place. The correlation
coefficient between this variable and
preschool teachers' professional ethical
behavior perceptions is(~= -.089), a negative
correlation shows that more autocratic
attitude brings less professional ethical
behavior perceptions on the part of
preschool teachers.
Conclusion
The study found a positive meaningful
relationship (p< .01) between the Preschool
Teacher Ethical Behaviors Scale total scores
and the Moral Judgment Test total scores of
464 preschool teachers. In other words, as
preschool teachers' professional ethical
behaviors perception levels rise, so do their
moral judgment levels. This implies that
increased teacher moral judgment scores
indicate increased ethical behavior
perception levels, and decreased ethical
behavior perception levels indicate
decreased moral judgment levels. However,
Colnerud (1994) and Campbell (2003) argue
that while teachers with high moral
judgment are more likely to display ethical
behavior, those with high ethical behavior
perception may not always behave ethically.
As Gozutok (1999) also states, teachers adopt
a high level of ethical conduct but practice
these rules less.
While a positive and meaningful (p< .01)
relationship was found between Preschool
Teachers' Ethical Behaviors Scale total scores
and democratic attitude scores, a negative
one was found between autocratic and
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apathetic attitudes (p< .01). Studies suggest
that people with democratic attitude have
high levels of moral judgment. At the heart
of moral judgment lies democratic behavior.
In other words, people with high moral
judgment at the same time have critical-
rational negotiation skills; instead of
automatically rejecting ideas that do not
match theirs, they listen to and evaluate
them, and if needed, they can revise their
original stance (Ciftci, 2001a, p.300).
These results seem to imply that a linear
relationship exists between the variable of
'preschool teachers' ethical behavior
perceptions' and the variables of 'moral
judgment level', 'democratic attitude',
'autocratic attitude' and 'apathetic attitude'.
Put differently, preschool teachers'
perceptions about ethical behaviors are
predicted by moral judgment level,
democratic attitude, autocratic attitude and
apathetic attitude.
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