Professional ethics

Background: Perceived organizational policy, considered as one of the most important variables in the organizational behavior and an effective factor in the social and organizational context of every society, has stimulated many studies. One important issue in the literature of organizational policy is examining its relation with job quit and ethics. These politics may be perceived either positive or negative. However, many researchers have focused their studies on the negative perception of organizational policies and its consequences at work for the communication power of policies in the organization and intensity of negative consequences resulting from negative policies at individual and organizational levels. Political behavior can affect job productivity. The employees who perceive organizational environment as political recognize it stressful, disappointing and disproportionate with their psychological features. The goal of this study is examining the role of professional ethics as the mediator of negative consequence of perceived organizational policy i.e. intention of job quit. Conclusion: Most Organizations believe that if the intervening policies decrease in the organization, their psychological features will increase and they will consider professional ethics′ criteria in that job more. They will also have lower intention to quit their jobs. Thus, organizations should provide the conditions for decreasing job quit and increasing professional ethics in case of the existence of organizational policy.

Background: Decision-making strategies of managers can modify the behavior of an organization’s personnel in a direction that is desired by the organization and cause their goals to be realized more quickly. Therefore, it is necessary to investigate decision-making strategies in Islamic Azad University of Mashhad. The present article seeks to predict decision-making strategies of managers with regard to professional ethics. Method: The present study adopts a descriptive-correlational approach. Statistical population in this study includes managers of faculties of Islamic Azad University, Mashhad, of which 86 managers were selected as the sample, using stratified random sampling method. To gather data, two standard questionnaires: ‘decision-making strategy’ and ‘professional ethics’ were used. The data were analyzed using SPSS and Smart PLS software and structural equation model method. Results: The findings showed that professional ethics is significantly predicted by decision-making strategies of managers. Moreover, the results specifically indicated that there is a significant positive correlation between dimensions of professional ethics (individualistic ethics, task oriented ethics, and legal ethics) and decision-making strategies of managers. Conclusion: Observing professional ethics is necessary to realize organizational goals of Islamic Azad University of Mashhad. Furthermore, decision-making strategies of organization managers can direct organizational behavior and performance towards more congruence with the organizational goals. Thus, observing professional ethics can lead managers of faculties of Islamic Azad University, Mashhad Branch to enhance their decision-making strategies to realize the goals of the university.

Background: Students’ academic quality failure has facilitated education situation in some cases by instructors over the last few years in order to gain students’ satisfaction and hence it becomes an immoral action. This paper was written with an aim to investigate the link between students’ academic quality failure and pressure on instructors for participating in immoral activities in the field of accounting. Method: This study is a descriptive-correlation study and its population consisted of all accounting instructors at Iran universities. The sample consisted of 111 individuals, which was obtained by a random sampling. To measure the research variables, a standard questionnaire was used. Moreover, the study period was 2017. For analysis of the findings in the form of two main hypotheses, a structural equation modelling with Smart PLS 3.2.7 edition was used, and confirmatory factor analysis was performed in LISREL 8.8 edition. Results: The findings of the research indicate that there is a positive and significant relationship between students’ academic quality failure and pressure on instructors for participating in immoral activities in accounting. Conclusion: The findings of the research indicated that there is a positive and significant relationship between students’ academic quality failure and pressure on instructors for participating in immoral activities in accounting. In addition to this, pressure on instructors for participating in immoral academic activities remained at a level higher than average, which calls for more thorough investigation.

Background: Improvement of professional Ethics in employees is the great challenge for organizational managers. This subject is more stressed in educational centers because of their content. Therefore, the aim of this study was to determine the role of culture and organizational voices on teachers’ professional ethics. Method: This study is a descriptive-correlation research. Population of the study includes all teachers of elementary schools in Ghaen province. Among all teachers, 186 teachers were selected by cluster sampling. Data were gathered by three standard questionnaires; Organizational culture, Professional ethics and Organizational voices. Data were analyzed by using multiple regression and Pearson correlation coefficient through SPSS18 software. Results: Results show that organizational culture (mean=3.36±013), professional ethics (mean= 4.61±0.37) and organizational voices (mean= 4.83±.26) are more than the mean. Organizational culture explains 14 percent of professional ethics variance and 18 percent of organizational voices. Also, organizational voices explain 23 percent of professional ethics variances. Conclusion: Culture and organizational voices lead to the improvement of professional ethics in teachers. Organizational culture provides the background of improvement of organizational voices for teachers. Therefore, organizational managers are able to promote organizational voices and culture that lead to improvement of professional ethics in teachers.

Background: The paper aims to provide an integrative review of empirical literature on factors affecting knowledge sharing in supply chain, analyzing the various results of the published articles about the topic to find out critical factors. Method: A quality-quantitative mixed method has been adopted in our exploratory study. Delphi method, a qualitative approach, has been initially applied to design a conceptual model for knowledge sharing within supply chain. After this, through a review of literature, 21 articles have been analyzed based on the resulted model to present the critical factors. Finally, the resulting model has been examined and evaluated in the case study, by a quantitative approach. The main instrument of the study is a researcher-made questionnaire. The statistical population comprises all the managers of Khorasan Electricity Supply Chain in Iran (461 people). 215 of them have been selected as samples, using Stratified Random Sampling. Data analyzed by using SPSS 21 software, Z-test, Friedman test, and Studentchr('39')s t-test. Results: According to the results, a model for knowledge sharing in supply chain has been developed based on 5 dimensions and 38 factors. In addition, Communication, trust, and absorptive capacity of knowledge receiver are primary factors in a majority of articles. Also, inter-organizational trust is at average level in Khorasan Electricity Supply Chain, Iran. Conclusion: This paper will contribute to improve understanding on the role of trust as one of the most important components of professional ethics in promoting the culture of knowledge sharing among members

Background: Nowadays, one of the aspects of power and distinction of organizations is the enjoyment of desirable organizational culture. The organizational culture of each complex is the full representation of the organization, which shows the inner and outer face of the commitment of the employees to principles of ethics. Professional ethic is related to values and norms and is one of the most important issues that have been considered in different areas of the modern world. Therefore, the purpose of this research is to predict professional ethics with respect to organizational culture. Method: The research method is descriptive-correlation. The statistical population consists of 230 people who are the employees of Islamic Azad University, Mashhad Branch and the sample size was determined 103 people using Cochran formula with 95% confidence level and a Stratified Random Sampling method. Standard questionnaires were used to collect data. The obtained data were analyzed using Smart PLS and SPSS structural equation modeling. Results: Findings of the research indicate that the components of perceived organizational culture have a significant effect on the dimensions of professional ethic including accountability, honesty, justice, fairness, loyalty, respect for others, competition, sympathy, respect for values. Also, based on the multiple regression analysis, components of organizational culture predict all dimensions of employee ethic and finally, it can be concluded that the professional ethic of the employees are at a favorable level. Conclusion: The results of the present research illustrate that the components of organizational culture predict the dimensions of professional ethics of the employees.

Background: Paying attention to personalization of learning process in educational systems is of special importance. Therefore, the purpose of this study is to determine the role of commitment and professional ethics on teacherschr('39') attitudes toward personalizing the learning process. Method: The method of the present study was descriptive and correlational that was performed on 195 primary school teachers in Ghaen. Samples were selected by cluster sampling. To collect data from three standard questionnaires; Professional commitment, professional ethics and teacherschr('39') attitudes toward personalizing the learning process were used and the data were analyzed using SPSS_18 software and coefficient statistical tests. Multiple regression and Pearson correlation coefficient were analyzed. Results: The results showed that professional commitment with an average of 3.97 ± 0.098, professional ethics with an average of 5.26 ± 0.082 and teacherschr('39') attitudes toward personalizing the learning process with an average of 4.13 ± 0.064 above average. Professional ethics explains 15% of the variance of professional commitment and 25% of the variance of teacherschr('39') attitudes toward personalizing the learning process; Professional commitment also explains 37% of the variance changes in teacherschr('39') attitudes toward personalizing the learning process. Conclusion: Commitment and professional ethics improve teacherschr('39') attitudes toward personalizing the learning process. On the other hand, professional ethics provides the basis for improving the professional commitment of teachers. Therefore, organizational managers can improve their attitude towards personalization of the learning process by promoting the commitment and ethics of teacherschr('39') professions, and thus provide the basis for improving the efficiency of the educational system.

Background: Organizational culture is the social identity of any organization. Professional ethics can be an effective indicator and an important motivational tool in the organizations to create excellence, sustainable development, and desirable competition, reduce conflicts, increase commitment and social responsibility and pave the path for having a desired organizational culture. In this regard, the present study was conducted to investigate the effect of professional ethics on organizational culture. Method: The present applied research uses descriptive-survey method and the correlation approach. The statistical population of this study is 5000 employees from Mashhad Municipality and based on Morganchr('39')s table, 357 employees were selected as the sample size by stratified random sampling. The data collection instruments of the present study are questionnaires of organizational culture and professional ethics and their validity was of the content type approved by the experts. To test the reliability of the questionnaires, Cronbachchr('39')s alpha coefficient test was used. In order to analyze the data, inferential analysis methods of nonlinear regression test using SPSS and structural model method using LISREL were used. Results: The findings show that there is a positive and significant relationship between the independent variable of professional ethics and the dependent variable of organizational culture. Conclusion: The results indicate that the growth of the organization as a planned process is equal to the transformation of organizational culture and professional ethics and attention to ethical indicators as a tool affecting organizational culture create a strategic advantage in identifying and creating new opportunities and achieving organizational goals.

Background: The aim of this study was to identify the components and factors affecting teacherschr('39') professional ethics and provide a model. Method: The method of the present study was mixed (qualitative-quantitative) and in terms of purpose it was applicable research. The statistical population in the qualitative section included faculty member (disciplines of philosophy, sociology and education) and teachers who were theoretically familiar with the concept of professional ethics and therefore their selection was purposeful by sampling method. 20 people were interviewed until they reached theoretical saturation. Data was analyzed at three levels of open, central and selective coding. Validity of data assessed by ideas of experts and for reliability, the coefficient of agreement between the coders was used, which was 0.81. In the quantitative part, the statistical population was all primary school teachers in Tehran (7515) in the academic year 2018-2019, which according to Krejcie and Morgan table, 367 people were selected as the sample size by multi-stage cluster sampling method. The research tool was a researcher-made questionnaire. Reliability of which was obtained by Cronbachchr('39')s alpha test of 0.85 Data were analyzed by SPSS, Lisrel and Amos softwares. Results: The findings showed that the components of professional ethics included "psychological characteristics", "communication-social characteristics", "technical-specialized characteristics" and "belief characteristics" and the effective factors included four factors: economic, social, organizational and individual. Quantitative results also showed that the professional ethics model can be predicted up to about 0.70 by the identified factors and the overall fit of the model was also confirmed (GOF = 0.44). Conclusion: Considering the predictive power of the identified factors for professional ethics, it can be concluded that the proposed model can be a good framework for improving the professional ethics of teachers.

Background: Regarding the principles of professional ethics by teachers is one of the most important and vital issues in the field of education and training of children, especially in primary school. In this regard, the purpose of this study was to design a model of "professional ethics" for primary school teachers in Yazd. Method: The research approach was qualitative and the research method was "grounded theory". The study population was all primary school teachers in Yazd. 11 interviews were conducted until the theoretical saturation was reached. Participants were selected using "theoretical sampling" method. The research tool was "in-depth semi-structured interview". Data were analyzed at three levels of open, axial and selective coding. The "triangulation" method `as used to determine the validity of the data. Results: The findings showed that the central phenomenon of this research is professionalism. Also, the most important causal conditions included culture and family education, teacher modeling, the position and importance of ethics in the educational system, the position of the teacherchr('39')s job and moral education. In addition, rules and regulations, salaries and benefits, school climate, school management and the structure of the education system were the most important underlying characteristics. Environmental intervention conditions including socio-cultural, political, economic and technological environment were identified. Strategies, motivation and feedback were also determined. Finally, outcomes were identified, including studentschr('39') performance and life course, popularity, career success, and social impact. Conclusion: In a general conclusion, it should be said that the presented model can be used in the development of ethical and professional codes and by training ethical teachers can take a big step toward promotion of science, understanding and ethics in society.

Background: The aim of this study was to predict self-efficacy based on professional ethics and development. Methodology: The research was descriptive-correlational with structural equation modeling in terms of method, and applied in purpose. The population included all Isfahan Province Farhangian Universitychr(chr('39')39chr('39'))s student teachers in the academic year 2019-2020, 150 of whom were randomly selected according to the Morgan-Krejcie table (1990). The research instruments were Martin’s teacher self-efficacy (2003), Gregorychr(chr('39')39chr('39'))s professional ethics (1990), and the New Jersey Institute of Professional Standards for Teachers’ professional development (2014) questionnaires, whose reliability according to the Cronbach test was 0.86. For data analysis, the descriptive statistics were analyzed in Spss26 and the structural equations were analyzed in Amos24. Results: Data analysis results showed a professional development and self-efficacy path coefficient of 0.54 and a professional ethics and self-efficacy path coefficient of 0.69 (P<0.05) About 0.76 of the criterion variablechr(chr('39')39chr('39'))s changes (self-efficacy) can be explained with the “professional development” and “professional ethics” independent variables. Conclusion: Therefore, professional ethics and development have a significant correlation with physical education teachers’ self-efficacy, and their professional ethics and development should receive more attention.

Purpose : This aim of present research was designing an effective professional ethics model in training from the perspective of heads and deputies of education of Tehran province. Methods : This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in both qualitative and quantitative sections was the heads and deputies of education in 2019-20 academic years. The research sample in the qualitative section according to the theoretical saturation principle was 40 people who were selected by purposive sampling method and in the quantitative section according to Cochran's formula were 230 people who were selected by multi-stage cluster sampling method. The research instruments were the semi-structured interview and a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed with using methods of open, axial and selective coding, exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Finding : The results of both qualitative and quantitative sections showed that effective professional ethics in training had 40 indicators and 9 components including self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society. Also, the effective professional ethics model in training had a good fit and all 9 components had a significant effect on the mentioned model (P <0.05). Conclusion : According to the results, planning to improve the effective professions ethics in education is necessary by experts and planners. As a result, they can enhance the components of self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society

The present study aims to identify the components of professional ethics in the field of curriculum planning. Factors affecting professional ethics in the curriculum planners are investigated from the viewpoints of professors in the field of educational sciences so that the results can be used as the executive suggestions for the decision-makers in this regard. This study is an applied research in terms of aim, quantitative in terms of the data type, and a descriptive survey research in terms of the method. The statistical population of the study included all male and female faculty members in the field of educational sciences at Azad Universities of Tehran (including the Science and Research Branch of Tehran, Northern Tehran, Southern Tehran, and Islam Shahr Branches) (n=150). The sampling method included the randomized cluster sampling method in which 108 individuals were selected using the Morgan Table. The data collection method included a library and field design using a researcher-made questionnaire. Cronbach's alpha was applied to measure the reliability of the questionnaire; several experts were consulted to determine the validity of the questionnaire and face and content validity of the questionnaire was confirmed. The data were analyzed using the descriptive and inferential statistics. The results indicated that the share of the first five factors (i.e., commitment and accountability, affiliation and human relations, evolution and human traits, expertise and knowledge-based orientation, and interest in modification and development) is more significant in the variance of all variables compared to the share of other components. The contribution of these five identified factors was determined using the Friedman test as 3.16 (evolution and human traits), 3 (interest in modification and development), 2.97 (expertise and knowledge-based orientation), 2.94 (affiliation and human relations), and 2.78 (commitment and accountability), respectively.

Background : Today, societies pay attention to ethics and moral values, emphasizing that moral values ​​should be preserved and kept alive in educational organizations. Therefore, the aim of the present study was to identify the ethical challenges of school principals in the Corona period . Methods : The present study was applied in terms of purpose and qualitative in terms of method. Its statistical population included educational management professors and school principals of West Azerbaijan Province. Sampling was done systematically through snowball technique and based on theoretical saturation criterion. Research data was collected by reviewing 21 articles related to the ethics of educational management or educational leadership in the COVID 19 period and then through semi-structured interviews (17 people) based on the model of qualitative interviews and its criteria, in an approximate time between 25 to 45 min, collected in person, electronically, and by telephone. Data were categorized using thematic analysis method in the form of basic, organized and comprehensive themes . Results : The results showed that the ethical challenges of school principals in Corona period as a comprehensive theme included 98 basic themes. According to the classification of basic themes, 7 organizing themes, including professional ethics, social-communicative ethics, individual ethics, technical-educational ethics, spiritual ethics, behavioral ethics, and decision-making ethics were obtained . Conclusion : The results showed that the closure of schools under COVID exacerbated 19 ethical problems in the education policies and practices, creating moral challenges in them. In this regard, principals are expected to use their knowledge and ethical skills to improve their scientific knowledge to address the problem of students at school during the Corona epidemic.

Background: As societies have become more complicated to manage, it is already unavoidable for governments to evaluate public policies. Moreover, adherence to professional ethics is an important criterion in evaluations. Therefore, the present research sought to provide a model for public policy evaluation based on the aspects of professional ethics. Method: The approach of the present study was mixed (qualitative- quantitative) and in terms of purpose it was applicable research. In the qualitative section, participants included academic experts and governorate experts of Golestan province, 14 of whom were selected by purposive sampling. The research tool was semi-structured interviews and coding method was used to analyze the data. In the quantitative part, the statistical population was the managers and experts of the governorate and governorates (630 people) that the sample size was 248 people and the sampling method was random. Data collection tool was a researcher-made questionnaire based on qualitative findings. Friedman statistical test with Spss26 software was used to analyze the data. Cronbach's alpha test was used for the validity of the questionnaire from the perspective of experts and its reliability (0.91). Results : The results showed that from the experts' point of view, 6 main themes (quality of effective evaluators in policy, ethical nature of policy, how policy is implemented, factors related to economic planning, openness and accountability and attention to structural issues) and 19 components in public policy evaluation model emphasizing the quality of the dimensions of professional ethics in the governorates of the country. Quantitative results showed that the ethical nature of the policy was the most important component of the general policy evaluation model with emphasis on professional ethics (M = 5.23). Conclusion : It can be concluded that the public policy evaluation model with an emphasis on professional ethics has different cultural, economic, social, and professional elements, which for better governance of provincial governments, they must be considered by executive authorities at the country’s macro and micro levels.

This research has been done with a mixed exploratory method with the aim of identifying the perception and the degree of observance of professional ethics of school principals. The required data were collected using a questionnaire and a semi-structured interview. The statistical population of the study included all secondary school principals in Birjand. In quantitative phase, 75 people were selected as a sample by relative random sampling. 375 people were selected to be surveyed about the level of professional ethics of their managers. Then, based on the analysis of the findings of the quantitative stage of the research, the participants in the qualitative stage of the research (16 people) were selected by purposive sampling. Descriptive and inferential statistical indicators were used to analyze quantitative data and interpretive analysis was used to analyze qualitative data. The results show that from the perspective of teachers, the professional ethics of principal is at a desirable level. Also, the variables of gender and level of education did not make a significant difference in the level of observance of managers' professional ethics. The results of the qualitative phase of the research also represented school principals' perceptions of professional ethics in five main dimensions, including benefit-oriented ethics, person-centered ethics, duty-based ethics, rights-oriented ethics, & justice-oriented ethics. Each of which included several categories. Also, the results obtained from data analysis showed that school principals have a better understanding of task-oriented ethics than other dimensions of professional ethics and benefit-oriented ethics is at a higher level in terms of compliance than other dimensions. But the dimension of justice-oriented ethics was lower than other dimensions in terms of both understanding and observance.

Purpose: This study aimed to examine the role of informal learning and the organizational learning capacity in learning motivation and professional ethics of faculty members in the Eastern Azerbaijan ′s Universities. Methodology: It used survey approach. Statistical population included 2500 individuals of faculty members in Eastern Azerbaijan from which 400 people were selected using random sampling. Data was collected using four standard questionnaires. To analyze data and examine the relationships of the variables, correlation method and stepwise regression were used. Findings: Results showed a positive and significant correlation between informal learning variables and learning motivation and professional ethics. Also, a positive and significant correlation was found between organizational learning capacity, learning motivation, and professional ethics. Maximum correlation coefficient belonged to informal learning and learning motivation (r=0.73). Based on the findings, the regression model for predicting learning motivation and professional ethics through informal learning and learning capacity is significant. Conclusion: Regarding the findings, it can be concluded that any increase in informal learning and organizational learning capacity is associated with increased academic motivation and professional ethics; hence, attention to informal learning and learning capacity in East Azarbaijan universities It can be of great importance in increasing the learning motivation and professional ethics of the faculty members of the universities of East Azarbaijan.

Background: Teachers are the most effective factor known in school and their job performance is one of the basic indicators of success and continuity of goals of educational organizations. The aim of this study is to investigate the effect of organizational culture and team work on job performance with emphasis on the mediating role of professional ethics among teachers. Method: This research is correlation using descriptive methods for applied goals. Structural equation modeling was used for data collection. The statistical population of the study included all teachers working in schools in the city of Galehdar with 600 people. The sample size was 234 according to the statistical population and using stratified random sampling method and Morgan table. Data were collected by the questionnaires of organizational culture (Denison), teamwork (Lanchioni), job performance (Patterson) and professional ethics (Gregory & Petty). Data were analyzed by Pearson correlation and structural equation modeling in SPSS 25 and LISREL 8.8 software. Results: There is a positive and significant relationship between the variables organizational culture and job performance (β=.40), teamwork and job performance (β=1.04), organizational culture and professional ethics (β=.41), teamwork and professional ethics (β=.33) and job performance and professional ethics (β=.64). At the same time, through the mediation of professional ethics, the variables of organizational culture and teamwork can anticipate job performance. Conclusion: This study showed that organizational culture, teamwork and professional ethics have an effective role on teachers 'job performance and in order to improve and improve teachers' job performance, these factors should also be considered. Article number: 28