Thisisthehtmlversionofthefilehttp://ppgtesl.net/index.php?option=com_jdownloads&Itemid=57&view=finish&cid=306&catid=59.Googleautomaticallygenerateshtmlversionsofdocumentsaswecrawltheweb.Page1Topic3:IssuesOnTeachersEthicsLeaningOutcomes1.Explainingtheissueofteachersethics.2.Discussissuesonteacherpoliteness,teachersconcern,teacher'sappearance,businessinschoolparttimecareer,timemanagement,andfinancialmanagementinthecontextoftheteachingprofession.3.0IntroductionIntheteachingprofession,teachersneedtocommunicatewitheachothereitherininstitutionsorcommunities.Therefore,asystemshouldbearrangedasaguidetobefollowedbytheteacherssothatteachershaveamutualrespectandpoliteness,concernfortheprofessionandtheabilitytomanageagoodlife.Theseguidelineshelptoprotecttheirrespectiveinterestsinvolvedsothattheyarecalm,serene,withoutharmingitsinterestsprotectedandsecuredsothatitperformstheactinaccordancewiththecustomsoftheplaceandisnotcontrarytohumanrightsgenerally.Thiswouldcreateanethicteacherbehaviorrule,customsmeninmixingandassertionsaboutwhatisrightandwhatisbadinoursociety.Toprotecttheimageoftheprofession,everyteachermustadheretoprofessionalethics,teachingethics,ethicalbehaviorandethicalpublicservice(Abd.Rahim,2007).Nevertheless,theethicalissuesarealsoafewteachersthatexistbecauseofcertainfactorsthatcausetheteacherwasguiltyofunethicalactscontrarytotheprinciplesofethicalpracticeasacivilservant.Sometimestheseactscommittedasaresultofthepressuressuchastheimportanceoffamily,religionandrace.Theteacherethicsreferstoamatterconcerningthebehavioroftheteacherthinksanddiscussedopenlyandthisissuecanbeaproblemornormal.Amongtheissuestobediscussedethicsteacheristeacherpoliteness,caringteachers,teacher'sappearance,tradeschools,financialmanagement,timemanagementandcareerpartgumthatcanaffectthesmoothadministrationoftheorganization.3.1TheissueofteacherpolitenessPolitenessisconductorbehaviorthatisabletoestablishagoodrelationshipwitheachotherthatmakeasocietythatisinharmonyandfriendly.Politenessinvolvesverbalornonverbalbehavior.Forfiguresoflanguage,theyarguethatpolitenessisspeakingbehaviorthatwillcreateharmonywhenthereisacommunication.WhileZabawhohaswrittenabouttheMalaysinthebehaviorandetiquettepublishedintheJournaloftheMalayanBranch(1950)listsanumberofthingstobestrictrulesinsocietytocontrolbehaviorandetiquette.Oneofthementionedbehaviorsisbehaviorinconversation.Accordingtohim,thevoicecontrolisveryimportant,weabsolutelyshouldnotscreamandraisetheirvoicesasiftheyareangryortalkingtothedeaf.Page2Wearealsoremindednotclinchedconferenceandtalkedtoomuchelseaboutyourself.Praisingyourselfisbehaviorthatisunacceptabletothepeoplewhohearit.Noriati(2004)arguesthatthebeginningofpolitenessissincerityandhonestyandwilldisclosewhetherthecommissionofverbalornonverbalwhichallowsallparties.Basedonsuchunderstanding,politenesscanbeseeninmanywaysindailyinteractions.Reflecthisunwaveringcontainingthemannersoretiquetteindailyinteractions.Whenpeoplesaymanners,theninsomeone'sreflectedthemannersoretiquetteofthegoodthathappensincommunitieswhereapersonisamemberormemberorganization.Modestyisalwaysbipolar,whichhasbilateralrelations,forexampleincasetherelationshipbetweenteachersandpupils,teachersamongteachersandheadmasterandteachers.Teachershaveaverysignificantroleinbuildingthehumancapitalnecessarytoappreciatethatonemansomeanwheninsidehehasagoodtreatmentthatstemsfromtheheartthatispureandclean.Eachteachermustexhibitcourteousbehaviorthroughhiswordsandtheabilitytocommunicateusinglanguagerulesandcontrolhisbehavior.Courteouslanguageisverbalprocedure.Whencommunicating,theteachershouldfollowthenormsofthecultureandnotjustaccordingtoourprocedureonly.Codeoflanguageshouldcorrespondtotheculturalelementsthatareinthecommunity.Iftheprocedureisnotappropriatetospeakofaculturalnorms,thenthesituationwouldinviteanegativevaluesuchasteachersperceivedasarrogant,notculturedandwellmannered.Codelanguageisveryimportanttobenotedamongcommunicatorsandparticipantsforsmoothcommunication.So,itisessentialproceduresthatthislanguagegivenparticularattentionintheprocessofteachingandlearning(T&L)thatdonotposeanyproblem.Byknowingthelanguagessettinghopefullypeopleunderstandwhatisservedincommunications.Procedureactingandspeakingthatshouldbedonebytheteachermustbeinaccordancewiththenormsofthesocietyinwhichtheteacherisserving.Byunderstandingthelocalculture,theteacherwillbehonoredbythelocalcommunityandthisfacilitatestheimplementationofdailytaskseffectively.Amongcourteouslanguagethatmustbeobservedbyeveryteacherisasfollows:(i)Thewordscontainmeaningutterancehonest,sincereandtrue.(ii)Useappropriatevoiceintonationwiththepurposeofavoidingrisingintonationthatreflectsprideandangerthatunablebecontrolled.Page3(iii)Selectingtheuseofpersonalpronounsandcallingsystemaswellastheexactaddressofthehonorofhearing(theinvitedtalk).(iv)Noclinchingtheconversation,donotinterruptpeopletalkingandselfishnessandhisownviewsonly.(v)Useappropriatestrategiesinordertoavoidtheexpresspurposeoflisteningoffended,forexampleusingwordsthatimplied(indirectness).(vi)Complywithlanguagethatmeetsthecommunitywheretheteachersare.Asforpolitenessinvolvenonverbalbehaviorsuchasstyleofdress,howtosit,howtoconnectwithotherslikesmiling,sayinghelloandgreetings.TeachersmustwiselychoosethestyleofdresstoschoolbecausethestyleofdressforthepeopleofMalaysiaareassociatedwiththeMalaysiancultureiscloselyrelatedtoculturalandreligiousbeliefs.Itisunbecomingofateacherwearingclothesthataretootight,orrarelyrevealsherbodyasstyleisnotonlycontrarytothereligiousbeliefsbutalsoeffectconcentrationevenbotherstudentswhilestudying.Italsohastodowiththeimageisthatteachersshouldnotdresslikeanentertainer.Teachersalsoneedtocontrolhisbehavior.Ateachershouldnotbecruelandrude,gettingmadwithstudentsinpublicwithvulgarwordsbecausestudentswouldnotbeabletobeeducatedwiththebehaviorofteacherswhoarenotcourteous.Gentleandcaringattitudeistheattitudethatoneteachershouldhaveinthemselves.Unfortunatelywhenthereareteacherswhodonotsuccessfullydemonstratethesupremacyofhischaractersomuchthatnotonlythestudentsunabletoemulateevensocietyasawholelosttrustandrespectfortheteacher.Hence,thefollowingaresetsomeetiquetteteachercharacteristicsasaguideline:(vii)Sincere,honest,kind,caringandwillingtosacrifice.(viii)Begratefulandthankfulfortheblessingsandbenefitsderived(tosaythankstothosewhodogooddeedstoyou).(ix)Bold,assertiveandabletocorrectthebadthingsfromhappening.(x)Valuingandrespectingothersevenamongtheyounger,disabled,poorandlessintelligent.(xi)Usingwordsforgoodthingsandnottohurtothers.(xii)Friendly,generousandwillingtoimprovetheirweaknesses.Page43.2IssuesonConcernTeachers'Everyonethinksofchangingtheworld,butnoonethinksofchangingHimselfLeoTolstoy(n.d)Noonecaresaboutme.',astudentscomplainttowardsteachersinschool.Theyfeelnobodycareaboutthem,bothathomeandatschool.Thus,itistheresponsibilityofteacherstoknowandcareoftheirstudents.Whatisthepurposeofconcernteachers?AccordingtoHall,GeorgeandRutherford(1977),caringisdefinedasacompositerepresentationofthefeelings,thoughtsandattentiongiventoaparticularissueortask(p.5).WhileVandenBergandRos(1999)conceptitasconcerntoquestions,doubtsandpossibleresistancebyteacherswhenfacingnewsituationsorchallengingclaims(p.880).Thus,itcanbeconcludedthatcaringteacherreferstoacombinationoffeelings,thoughtsandattentiongivenbytheteacheroftheissuesencounteredduringtheexecutionofhisduty.Moreover,Havelock(1995)arguethattheconcernistheforcesthatwillpropelaprocessofchange,achangethatexistsinsomepeoplecaringaboutsomethingisnotrightandnooneelseshoulddosomethingaboutit.HesuggestedthattheagentsofchangeneedtoidentifyconcernteacherswhentheybeginaplannedchangeasstatedbyHavelock(1995:12):'Thefirsttaskofthechangeagentistodevelopsomesenseofwhattheconcernis,asenseofwherethesystemseemstobehurting,andwheretheneedforchangeismostpressing...Thechangeagentneedstolookaroundandtolistentowhatisbeingsaidbydifferentmembersofthesystembeforedeterminingwhattherealconcernis.'Toapplyinnovationandimplementationineducation,Halletal.(1977)suggestConcernsBasedAdoptionModel,whichoutlinessevenstagesofconcernwhichprovidesguidanceonhowtounderstandandaddresstheconcernathand.Thesevenstagesareawareness,informational,personal,management,consequence,collaborativeandfocusedagain.Atfirst,theteacherrealizedwhenaninnovationisintroduced,buthewasnotveryinterestedorbotheredhim.Byhavinganawarenessofrelevantrespondentscaringforinnovationallowsanyonecouldprovideassistancetotheteacherasappropriate.Rankedconcerninformationalreferstoteacherswhoarealreadybeginningtobeinterestedinsomeoftheinformationaboutthechange.Followingthis,theteachermightwanttoknowtheimpactofthechangeonhim.Asaparticipantinthischange,teachersalsotakecareabouthowchangecanbemanagedduringimplementation.Asaresultofthismanagementlevel,theteachersinvolvedintheinnovationinterestedontheimpactofinnovationonstudentsorschool.Onceawareoftheimpact,theteacherwillstrivetoworkwithcolleaguestoPage5ensuretheeffectivenessofthechangesmade.Thefinalstepistopurifytheinnovationtoimprovestudentlearningresults.Turningtotheconcernofteachersintheschoolcontext,teacherswhocarewillfocustheirattentiononthestudents.Theydotheactionstomeetneedsandrequirementsofstudentswhohavenotmet.Teacherswhocareemphasizethedevelopmentofstudentsintermsofphysical,emotional,spiritualandintellectual.Teachersunderstandthattheyformstudentsholisticallywhichmeansstudentscangrowintellectuallybycapturingspecificknowledgeuntiltheyevolvedintohumancapitalthroughpersonalityreveredbyall.Furthermore,teacherswhocareaboutthecamaraderiewiththestudents,aswellaslistentothestudentconcerned,creatingaconduciveenvironment,understandtheirstudentsindividuallyempathy,andtheacademicandemotionalneedsofstudents.Basedonstudiesperformedonconcernteacher,therearesevencategoriesofteachersidentifiedconcern,theconcernisnotinvolvedinteaching,theroleofteachers,contentanddiscipline,personalrelationships/social/emotionalteacherandstudent,teachingmethodsandassessmentofstudentlearning,learningstudentsforteachingandselfimprovementasateacher(Fulleretal.,1972).Furthermore,Fuller,ParsonsandWatkins(1974)classifiestheconcernofteacherstospecificcategoriesbasedonthreelevels,namelythecompletionoftheself(selfadequacy),thetasksofteachingandteachingimpact.Concernintermsofselfimprovementmorecommonlyreferredtotheconcernofsurvival(survival)thatareoftenfacedbynewteachersandoneoftheaspectsincludedintheconcernofteacherisconsentsupervisors,administrativesupport,relationshipswithotherteachers,contentanddisciplinaryproblems.Concernhasaninfluenceonteachers'abilitytoteachandtheireffectivenessintheclassroom(Adam&Martray,1981).Concernteachersintheteachingduties,teachersregardlessofteachingmaterials/methodsofeffectiveandspecificworkload.Teachersarenolongerworriedaboutsurvivalintheclassroom.Instead,theyareconcernedaboutthefeelingsoftheirstudentsandcareaboutstudentlearningassessment(Fuller,1974).Concernabouttheimpactofshiftingthefocusofteachingtothestudentsasawhole.Teachersatthislevelaremoreconfidentabouttheirabilitytoteach,theclassroomenvironmentandrelationshipswithschoolsandstudents.Teachersaremorefocusedontheneedsofstudentsandtheimprovementofeducation(Adams&Martray,1981).Furthermore,teachersneedtotakecareofthemselvesandprofessionalenhancementofethicalissuesintheeducationsystemwhichcanhaveanimpactonstudents.Teachersatalllevelsofexperienceconcernthroughouttheirprofession.Teachertraineesneedtotakecareofvariousaspectsofteachingexperienceobservationsbysupervisors,maintaininggooddiscipline,workload,contextualproblems(wherethelocationofthematerials,howtotakerecognizanceofotherteachersandthemovementinthenewenvironment),researchcareerPage6optionsandtheoverallperceptionofteaching(Kyriacou&Stephens,1999).Therefore,studentteachersshoulddiscusstheirconcernwithmentorsandsupervisors.Insummary,theissueofconcernforteachersisanaspectthatisoftenexperiencedbyteacherswhensettingfootintotherealmofteaching.Allteacherswillgothroughthestagesofconcernandaspectssuchasthetasksofteaching,classroommanagementandsubjectcontentaswellasdisciplinaryproblemswillbetakencarebytheclassroomteacher.Oneofthewaysthatteachersdealwiththeproblemistoreflectonthedailycaringandwillingtoacceptfeedbackfromotherteachersaswellasmentororsupervisorabouttheproblem.3.3AppearanceofTeacherAppearanceofteachersreferredtothepersonalcharacteristicsoftheteacher,includingattitudes,beliefs,interests,appreciationandvalues.Stewart(2005)definestheappearanceofthecharactertraitsandpersonalitythatareconsiderednecessaryforaperson'ssuccessasateacher.Traitsincludeaspectsofresponsibility,dependability,creativity,empathyandprofessionalism.Hence,it'snowondermanystudiesindicatingattitudes,valuesandbeliefsofteachersaboutstudents,teachingandhisinfluenceandimpactonstudentlearninganddevelopment(Collinsonetal.,1999).Itisimportantforeducatorsandteacherstoknowandunderstandtheappearanceofeffectiveteacherssothattheycancreateexperiencesthatwillhelpshapethecharacteristicsofstudentsandhelpstudentsexplorewhethertheyhavetheappearancetoteach(dispositiontoteach).Now,theappearancereferredtoasstandard,thatallteachersshouldknow,actnormallyandcanperformtasksresponsiblyregardlessofsubjectmatterorgradeleveltaught(INTASC,2005).Generally,theappearanceincludesacombinationofpastexperience,socialrelations,values,attitudesandbeliefs(Cricketal.,2004).Howard(2007)describesfourkeycharacteristicsthatstimulateappearanceandpersonalityofteachersthatcanproducesignificantlybetteroutcomes.Thosewhoadaptandexhibitthesecharacteristicsarethosethatwillproducepositivestudent.Allfourofthesefeaturesconsistofappearancesforthedifference,dialogue,disillusionmentanddemocracy.(i)AppearanceofdifferenceForteacherswhohavetodealwithdifferentappearancesuggeststhatteachersneedtohavealevelofskillbasedculture,anabilitytoidentifyandrecognizecertainrealitiescreatedintheclassroomwithavarietyofcultures.Itwasalsoshownthatteachersareatacomfortablelevelofcharacteristicsuchasrace,religionandgender.Teacherswhocancomeindifferentculturalsituationsisakeyelementtobeaneffectiveteacherandapositiveinfluenceonthelivesofstudents.WhethermalePage7orfemalestudents,whiteorblack,religiousornot,conservativeorliberal,teachersneedtoknowtostandupproperlytodealwiththedifferences.Theabilitytostandinthefaceofsensitiveissuesinasincere,sensitiveandmeaningfulyardstickofaneducatoriseffective.Thosewhoareunabletodosomayaffectthepreparationofstudentstoparticipateeffectivelyintheworldaroundstudents.(ii)AppearancefordialogueAppearancefordialogueiswhereteachersshowpassionanddesiretoknowtheotherpersonandthisreferstothewillingnesstoexplorethesimilaritiesanddifferencesarebetweenindividuals.Howard(2007)identifiedtwotypesofdialoguerelatedtotheteachingprofession,theprofessionaldialoguebetweencolleaguesanddialogueintheclassroombetweenteachersandstudents.Regulardialoguebetweenteachersandtheircolleaguesareabletodealwiththewayinwhichteachers'attitudes,beliefsandpracticesoftheircolleagues.Thisisanopportunityforteacherstomakeacomparisonbetweenthemandlearningfromeachotherthroughtheexchangeofviews.Dialoguebetweenteachersandstudentsisveryimportantforgivingthemtheopportunitytocommunicate.Inaddition,studentsaregiventheopportunitytoapplyavarietyoflifeexperiencesamongstudentssothatteachingandlearningprocessmoremeaningful.(iii)DisillusionmentTeachersareabletocometofacethefrustrationisshowingopennessteacherslookoutsideoftheirowncultureandtheabilitytoexaminebeliefsandviewsbeyond.AccordingtoHoward(2007)teacherscanexploreandsetasidetheillusiondelusionismoreresponsiveintermsofcultureinvariousenvironments.(iv)DemocracyTeacherswhoareeffectiveinappearancerepresentedthosewhoareabletoidentifytheimportanceofdemocracywhichisallstudentshaveanequalopportunitytoengageinallactivities.TeachersareopenandprovideopportunitiesforstudentstoengageintheprocessofT&L.Asawhole,studentsareeducatedinamulticulturalenvironmentwillgrowexcellentiftheteacherhastheappearanceofadifference,dialogueanddisillusion.Suchstudentswillsucceedandbebetterpreparedforsocietychangingtowardsamoredemocraticdialoguewithinthecommunitythatisalwaysveryimportant.Itisnotenoughtoknowthatwhateverwethinkaboutisourselves.Howeverinthissituation,isthefirststepintheexplorationtowardsbecominganeffectiveteacher.Furthermore,ithasbecomeanecessitytothinkaboutwaystochangeandimprovetheappearance/dispositionortheperceptionofteachersintrainingandteachersinPage8service.Powers(1999)notedthattheappearanceofavarietyofstandardsoutlinedintheappearancecanbetaughttostudents.Healsoproposedanalternativetotheappearanceofteaching.Hisproposalisthatstudentteachersshouldhaveawarenessofappropriateappearanceanduseitasbestaspossible.Inaddition,preserviceteacherscanbeplacedincertainsituationsinordertogivethemtheopportunitytoconnectwithteacherswhoexhibitthecharacteristicsofasuitableappearanceismodeledsoasnottoconflictwiththeteacherethics.3.4BusinessinSchoolBusinesscertainlyhasaspaceanywhereintheworkplaceorinthestaffroom.Staffroomiscommonlyobservedinthebusiness.However,teachersareconcernedaboutthishaveexpressedconcernthatifthesituationisnotcontrolledbusinesses.Concernsandtheirworriesarenotwithoutfoundationbecausesometeachersareenthusiasticbusinesstoforgetandneglecttheirresponsibilities.Teachersuchactionseffecttheimageofthenobleprofessioninthepast.Theteachershouldperformhisdutiesasaneducatorintheclassroominsteadofdoingbusinessinschool.SometimesthereareteacherswhodobusinessfromcarbootandthesituationactuallyviolatedtheethicsofpublicserviceandteachersareboundbytheGeneralOrderswhichwilloverseetheconductandethicalbehaviorofemployeesinthepublicservice.Therefore,theauthoritiesshouldplayarolebyprovidingcommentsandtakeappropriateactionagainstsuchteacherswhotarnishtheimageoftheteachingprofession.3.5PartTimeCareerTheeducatorsclassifiedaseducationalservicesofficerandanintegralpartofgovernmentofficials.Buttheyaresubjecttotherulesandlawsofthecivilservice.Asgovernmentofficials,wearesubjecttotheGeneralOrdersoftheGovernmentandconduct.Civilservantsmustobtainapprovaltodoparttimeworktosupplementtheirincome.Approvalwillonlybegiveniftheparttimejobthatdoesnotconflictwithregulationssuchasparttimeworkisnotdoneinworkinghoursanddoesnotaffecttheirwork.Someteachers,includingparttimejobsprovidetuitionclassesoronlineclassestohelpstudentsovercomedifficultiesinavarietyofsubjectsusingtheexpertiseofoutsideworkhourswithoutaffectingtheirperformance.Forexample,theteachersheldclassesandlecturestogiveaspeechorworkingparttimeinprivateinstitutionstosupplementtheirincome.However,thegovernmentshouldtaketomonitortheirperformancewillnotbeaffectedproductivitywhileperformingthetaskaspublicservants.Page9Thereareteacherswhoconsidertheircareersasparttimeandprioritizetheiractivitiesinadditionalfindingsbyconductingtuitionclassesintheirhome.Theyemphasizetuitioncomparedtotheirroleintheschool.Accordingtotheministrycircular,prohibitedteachersprovidetuitionandifteachersaretoholdaclass,heshouldnotteachmorethansixhoursaweek.HemustgetpermissionfromtheDepartmentofEducationinadvance.TeacherswhoadheretoaCodeofEthicsforTeachersshouldnotacceptstudenttuitionfees,especiallyifheteacheshisownstudents.Iftheteacherteacheshisstudents,ofcoursehedoesnotconcentrateontheteachingprocessintheclassroom.Monitoringbyparticularauthorityisneededtoensurethatteacherscancarryoutitsresponsibilitiesintheschoolandnottheotherwayround.3.6TimeManagementTimemanagementisapersonalprocessandmustbeappropriatetothestyleandconditionofoneself.Timemanagementisadisciplinefortheteacher.Effectivetimemanagementdependsontheperson,whichistheextenttowhichafirmisinmanagingtoachievedesired.Insummary,timemanagementisaneffectivetimeplanningeitheronadaily,weeklyorlongtermtoallowtimefortheactivitiesoflectures,learning,leisure,personalresponsibilityandbreak(Good,1973).Timemanagementinvolvestwodimensions,whicharetimemanagementforteachersthemselvesandinstilltheimportanceoftimemanagementaspectsinthemindsofstudents.Qualityteacheristheteacherwhoiswillingtosystematicplanningtimeandwillperformthedutiesprescribedtimeschedule.Intermsoftimemanagementforoneself,ateacherneedstoplantheT&Lovertheperiodoftimewellinordernottowastestudentstime.Teachersalsoneedtobepunctualwhenenteringtheclassroomsothatstudentscanacquiretheknowledgeandskillsfully.Teachersshouldnotsquanderstudentsprecioustime.Thisisbecause,everyminuteallocatedonlytobemeaningfulifthestudentsareabletogainknowledgeandskillsgiven.Fulfillingthetimerequiredbytheschool,productivitywillincrease,whileiftheteacherlatecomingintotheclass,theteacherisaccountabletoitswork.Studentswillfacealossofvaluabletimeandwastageoftimeifnotmanagedproperly.Thetimelinessofenteringtheclassroom,teacherscanavoidmishaps,suchasstudentswhodonoisyandnaughtybehaviorintheclassroom.Studentswillrespecttheteacherswhohasneverbeenlateintheclassroom.Turningtoselfmanagementoftime,thinkaboutyourtimemanagementtoo.Askyourself,howmuchtimedoyouspenddoingtasksthatarenotimportantandthePage10thingsthatdonotcontributetothesuccessofyourcareer?Doyouknowhowmuchtimeyouhavetousetoreadyourmail,chattingwithcolleagues,makingcoffeeandlunch?Sometimeswethink,'IwishIhadtheextrahalfanhouradayandhowmanythingsIcando.Doyouhavelongtermplans?Inordertoselfmanagingtimewell,allteachersshouldusethefollowingactivitylog.Bykeepingthislogforafewdayswillhelpyouunderstandhowyouuseyourtimeandthetimewhenyoudidagoodjob?Recordyouractivitiesinthelogfollows:Time Descriptionofactivities Period ValueBasedonthecompletedactivitylogs,youwillawareoftimemanagementinyourlife.Youwillfindoutjusthowproductiveyouintimemanagementasapotentialteacher.Logactivityisausefultoolforauditingthewayweuseourtime.Logactivitiesalsohelpustodeterminechangesintheenergyandeffectivenessofourallday.Byexaminingthelog,onecanidentifyandreducewasteoftimetoproducesomethingthatisbeneficial.Apersoncanalsooutlinethemosteffectivetimeforhimsohecandotheimportanttasksatthattime.Casestudy:Ahistoryteacherentertheclassroomtwentyminuteslate.Hetaughtinhastebecausehewantstofinishatopicthathasbeenplanned.Duetotimeconstraints,hedoesnotgivestudentstheopportunitytoaskquestionsormakediscussiononthetopicbeingtaught.Sometimes,hehadtotakethefollowingperiodasnecessarytocompletetheworkandfinishthesyllabus..3.7FinancialManagementFinancialmanagementcanbediscussedfromtwoaspects:firsthowtomanagefinanceswhileonthejobattheschoolwheretheteacherisateacherandsecondwaysateacherhimselfandfamilyfinancialmanagementsoasnotplaguedcomplexityinfinancialmatters.AmongtheissuesaroundfinancialmanagementisaproblemintermsofthecollectionofResourcesPublicMoney(SUWA)intheearlyyears.MoneyleasedapubliccollectionandsourcesoffinancethatcouldbeconsideredincludestudentPage11fees,donations,publicdonations,rentalpropertysuchasschoolcanteens,busesandtheproceedsfromtheschoolprojects(AbdullahSani,2005).Fortheclassroom,teachers,theyareresponsibleforcollectingspecialfeesandmagazinefees.Teachersencounteredproblemsproducingareceiptforeachitemfee.Thiscomplicatesthetaskoftheteacher.Otherproblemisintermsofmagazinefeesasonlyafamilyofthebill.Therefore,teachersneedtimetolocatefamilymembers.Sometimesteacherstakesometimetoarrangefinancestudentsbecausethereisalatepaymentfeeshouldcauseteacherstosavemoneyandlaterhandedoverthemoneytotheoffice.AccordingtoShahril@Chahril(2005),amajorprobleminthefinancialmanagementoftheschoolistheteachersmakepurchaseswithoutfollowingtheprocedureofpurchase.Forexample,thereareteacherswhomakeapurchaseofgoodsordeviceswithoutusinganorderform,fillinadditionthereisalsoanorderformafterafewmonths.Forexample,someteacherssimplysubmitareceiptorinvoiceinthefollowingyear.Thisisaclearviolationofthefinancialandprincipalshavetherighttorefusepayment(AffandiAbdulRahim,2003inShahril@Chahril,2005).Inaddition,thereisalsoformteacherswhocollectspecialfeesfromstudentsbutnothandingovertheproceedstotheschool.Instead,theteacherspendsthemoneyinvolvedanditisonlyknowntotheschoolwhenastudentcomplainsofnotreceivingareceipt.Hence,thereisalsoaclassroomteacherwhohandedoverthecollectionofspecialfeestotheschoolafewweeksormonthsthenitstandstoreasontowaituntilallstudentshavepaidthefees(WanAzmanWanIdris,2002).Thissituationcomplicatesthecaseoffinancialmanagementbytheschool.Eventhoughexternalfactorsthatcomplicateteachersfinancialmanagement,teachersneedtohaveaccountabilityforthemoneycollectedandincharge.Ifstoredandmanagedefficiently,theteacherwillbesafe.Butifitfailstomanagemoneyproperlycollected,problemswillarisefortheschoolandheunabletodealwithwhenthemoneycollectedfromthestudenttotheoffice.Teachersshouldalwayspracticevirtuesandwisdommoderateseverityprudentfinancialmanagementofselfandfamily.Teachersneedtobecautiouswhenshopping,notpracticingextravagantlifestyleandlovetoboast.Teachersshouldknowthedifferencebetweenneedsandluxuries,spendwiselyaccordingtoyourselfandfamily.Teachersshouldknowtosaveforfutureselfandfamily.Page123.8SummaryThischapterhasdiscussedtheethicalissuesthatareconstantlyraisedintheeducationfield.Amongthemarecourteousandconcernteachers,teacher'sappearance,businessinschool,parttimecareer,timemanagementandfinancialmanagement.Theroleoftheteacherprofessionistestedwhenanimagetarnishedbyahandfulofteachersintermsoftheirbehavior.Therefore,teachersmustadheretotheTeachersCodeofEthicsinordertoprotecttheimageoftheteachingprofession.Ontheissueofteacherpoliteness,heshouldexhibitpolitenessintermsofhowtodress,howtoact,howtotalkandhowtospeak.Inaddition,concernteacherwhichisacombinationoffeelings,thoughtsandattentiongivenbytheteacherofissuesaffectingtheperformanceofhisdutiesshouldbegivenattention.Teachersneedtoreflectonthedailycaringandreadytoreceivefeedbackfromotherteachersaswellasmentororsupervisorabouttheproblem.Asacompetentteacher,hisappearanceintheclassroomneedtobeaddressedbecauseteacherswhoexhibitthecharacteristicsofasuitableappearancewillbearolemodeltothestudents. 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