EDU 5814

Etika Pengurusan
Pendidikan
Prof. Emeritus Dr. Abdul Rahman Md Aroff

TUGASAN 1

Perihalkan 3 norma (berkaitan

peraturan, undang-undang,
dasar, arahan, atau keputusan)
di dalam sekolah yang
merupakan isu yang penuh
dengan kontroversi, dan
nampaknya boleh dipertikaikan
dari sudut etika. Mengapakah
anda berpendapat sedemikian?

TUGASAN 2

Perihalkan keadaan di
dalam sekolah sekiranya
pengurus/pentadbir
sekolah mengamalkan
falsafah moral (i) egoisme
dan (ii) utilitarianisme

Tugasan ini boleh dibuat secara

individu atau berdua (iaitu
dalam kumpulan 2 orang)
~ Tugasan ini terdiri daripada
1,500 2,000 perkataan
~Tugasan 1 ini hendaklah
diserahkan kepada saya pada
minggu 7 dan Tugasan 2 pada
minggu 14.

Bolehkah pendidik
dianggap sebagai

profesional?

Someof thetraits/attributes ofprofession/professional

expertise
skills, specialist knowledge, authoritative,
exclusive, autonomous
mystification of knowledge, independence,
elitist, self-seeking, arrogant, high
remuneration
competent, regulated, explicit standards
and measures of performance, quality
control
continuous learning and improvement,
extending professional knowledge and skills,

ethics
virtuous,
altruistic,
professing,
accountable,
humility,
passion,
trusted,

integrity

Kebolehan
akademik yang
tinggi dan
jangka waktu
pendidikan dan
latihan yang
mencukupi
Kewujudan
prinsip
perkhidmatan
berasaskan
keuggulan
tertentu

Mempertingkatkan
ketrampilan
pengetahuan dan
kepakaran teknikal
serta penghasilan
teknologi baru
Sosioekonomi
berstatus elit

Atribut
Profesi
on

Kewujudan
pengakuan awam
dan legal tentang
status
profesional

Autonomous,
bebas dan
berautoriti atau
berwibawa
dalam membuat
keputusan dan
melaksanakan
kerja
Penyelenggara
an piawai untuk
memastikan
proses tugas
dan kerja yang
bermutu

Kewujudan
organisasi atau
agensi bagi
mewakili profesion

attributes concept of a
profession
Elite socio-economic status
The existence of high academic ability and a long period

of education and training

The existence of a corpus of theoretical and specialized
knowledge
The autonomy to conduct its affairs
The promotion and maintenance of standards to ensure
quality
The existence of an organized professional association
Legal and public recognition of its professional status
The existence of a service principle based on the ideal
of collective altruism

PROFESIONALISME
dalam PENGURUSAN /
PROFESSIONALISM in
MANAGEMENT

pengurusan
berkesan/
efective
management
(expertise)

pengurusan
berintegriti/
management
with
integrity
(ethics)

The ethical basis of education as a

profession
the

MORAL
PRAISEWORTHINESS
of the occupation

Pemberian status profesion kepada sesuatu pekerjaan boleh diluluskan jika

terdapat moral praiseworthiness pada pekerjaan itu; dan sesungguhnya
munasabah ditegaskan bahawa mendidik itu suatu pekerjaan yang patut
dipuji dari segi moral. Ini kerana:

Adalah amanah dan obligasi pendidik

memastikan pelajar diberi equal treatment
setelah penjaga mematuhi equal surrender
Terdapat kepercayaan bahawa, di bawah
jagaan pendidiknya, pelajar akan selamat
daripada kemudaratan fizikal dan mental
Character is destiny - pendidik berpengaruh
dalam membentuk karakter anak didik mereka

PROFESSIONALISM
The quality of practice

describing

PROFESSIONALIZATION
The process by which an
occupation becomes a
profession and the changes
in status that are implicit in that
process

conduct within an occupation - how

members integrate their obligations
with their knowledge and skill in a
context of collegiality and contractual
and ethical relation with client

Is the professional
(in the status sense)
behaving as a professional should
(in the sense of practice and its standards)?

Tema Hari Guru

2000
Bersatu Memartabatkan Profesion
Keguruan

2001
Memertabatkan Profesion Keguruan
Tanggungjawab Bersama

your comment
please

education (inclusive of
teaching, management
and such like) is a
profession, but not all
educators are
professionals

Mengapakah etika
penting dalam
pengurusan pendidikan?
atau

Mengapakah pengurus
pendidikan mestilah
seorang yang beretika?

Kerr (1995) berkata ethics is a fixture on

management development programmes
and an aspect of growing importance for
managers of all types; dan seseorang
pengurus /pentadbir mesti employ the
language and considerationsof ethics
in their day-to-day, indeed, hour-to-hour,
leadership.
[dan Glen (1985) menegaskan ethics is
everbodys business.]

success

efficient
&
effective

The ethical basis

of

educational
management

(Sergiovanni, 1994)

the roots of
academic leadership
is about connecting
people morally to
each other and to
their work

conceptual analysis
Institusi pendidikan adalah institusi moral, dan

pendidikan tidak boleh dipisahkan daripada

pertimbangan nilai yang terdapat dalam setiap
tindakan dan keputusan pentadbiran serta dasar
pendidikan dan organisasi.
(The institution of education is a moral institution,
and education cannot be separated from
judgements of values that are found in every
administrative action and decision, as well as in
educational and organisational policies.)

goal

Pendidikan bermatlamat

menyediakan murid untuk

mengambil peranan dan
tanggungjawab kewarganegaraan
dalam sebuah masyarakat
demokratik.
(Education is to prepare students
to assume the roles and
responsibilities of citizenship in a
democratic society.)

the students
Kebanyakan kanak-kanak mempunyai

sedikit pilihan tentang sama ada mahu

belajar atau di mana mereka belajar, dan
mempunyai suara yang kecil dalam
menentukan kualiti, kandungan atau
objektif kurikulum yang mereka mengalami
sebagai murid.
(Most children have little choice about
whether to learn or where they learn and
have small voice in determining the quality,
content or purpose of the curriculum that
they experience in their role as students.)

the society
Aktiviti pendidikan ada kesannya ke atas

masyarakat, oleh itu, pendidik kerana

bertanggungjawab terhadap proses dan
hasil persekolahan mempunyai obligasi
moral terhadap masyarakat.
(The activities of educational institutions
have consequences for society, therefore,
educators being responsible for the
processes and outcomes of schooling is also
obliged to the larger community.)

the work
o Rata-rata pengurus pendidik mengalami isu

atau konflik moral setiap hari semasa

mereka melaksanakan tugas dan
tanggungjawab masing-masing; dan kerap
kali mereka berasa hampa dalam
menyelesaikan dan mengurus dilema itu.
(Generally, educational administrators
experience ethical issues or conflicts on a
daily basis as they perform the duties and
responsibilities of their office, and that they
often experience frustration in resolving and
managing these dilemmas.)

Dalam bisness pendidikan ,

sama ada mereka suka
ataupun tidak, pentabir
pendidikan akan face a
unique set of ethical demands
(Greenfield, 1991)
Sebenarnya, kehidupan
pentadbir pendidikan are
filled with difficult ethical
dilemmas (Lashway, 1996)

Types of ethical dilemmas experienced by school administrators

Dilemmas of choice among competing standards of good

practice rooted within the profession of education

Dilemmas associated with the implementation or
consequences of decisions attendant to an ethically preferred
choice among alternative courses of action
Dilemmas of choice associated with conflicts between
system-level organizational rules or policies and
consideration at the institution-level
Dilemmas which stem from idiosyncratic beliefs or concerns
of individual educators regarding the consequences of their
actions and decisions
Dilemmas of choice rooted in fundamental ethical principles
of conduct
Other dilemmas matters related to teachers work; morality
of pupils behaviour regarding school and work; common
rules in school; and rights of minority groups

AGEN MORAL

is a moral EXEMPLAR
who is devoted to
standards of best
practice and
conditions of
competence to be
maintained and
promoted

Individuals will
ignore ethics if
they see major
breaches of,
for example,
codes of
conduct
routinely
ignored by the
management
(Whitton, 2001)

Leaders must be
the center of
gravity in
developing and
sustaining a
culture of
integrity (ethics)
Leaders must
be the first to
step up and serve
as the personal
exemplar of
integrity from
which
subordinates
learn
(Jacocks & Bowman, 2012)

AGEN MORAL
~

a conscientious moral ACTOR,

who has a special
responsibility to deliberately
make decisions and take
actions in a distinctly moral
manner, who reflects upon and
considers the moral
consequences of his decisions,
actions, as well as the policies
and practices of his institution

AGEN MORAL

has the capacity to reflect

successfully on conflicting
matters (PROBLEMSETTER), i.e. developed
informed and responsible
judgments, and choose the
best among defensible
options (PROBLEM-SOLVER)
~

Undang-undang dan Kemoralan

Pendidik

~Legal issues about teacher morality centre on two

statutes:
* the denial or withdrawal of certificates from
individuals who are deemed not to be persons of
good character
* teachers may be discharged for immorality
~Two crucial points about the enforcement of the above
statutes
* teachers may not be discharged for exercising their
constitutional rights (privacy, civil liberties)
* teachers may have significant rights of due process
that must be respected in attempts to pursue a
charge of immorality (extensive hearing on the
matter)

The law deals mainly with:

~ Sexual misconduct
involving students
~ Physical abuse of students
~ Habitual public
drunkenness and drug use
~ Felony convictions

the LAW fails to deal with all

matters pertaining to teaching,
namely:

Standards that are to govern the characteristic activities of

teaching
~ intellectual activity or freedom
~ intellectual honesty, tolerance or respect for appropriate
diversity
~ due process in such matters as discipline and grading,
fairness in punishment and equity in the distribution of
educational resources such as the teachers time
Ways that respect the values and mores internal to subject matter
Connect the characteristics and behaviour of educators with the
aims and objectives of education

Tindakan UNDANG-UNDANG sukar diambil ke atas

perkara berkaitan dengan pengajaran.

~ Menjunjung nilai terbatin

dalam isi pelajaran
~ Hubungan antara watak dan
tingkah laku pendidik dengan
matlamat pendidikan
~ Standard yang mengawal
aktiviti-aktiviti pengajaran

Model Tanggungjawab Moral Sekolah

Bureaucratic : guru hendaklah menangani tujuan dan matlamat yang
ditentukan oleh kepentingan-kepentingan agensi (khususnya pihak kerajaan
dan industri) di luar sekolah, iaitu sekolah diwujudkan untuk memberi
perkhidmatan kepada keperluan industri, dan mungkin lebih utama adalah
untuk perkembangan dan kemajuan negara serta keutuhan pihak
pemerintah.
Professional : guru mesti memiliki kepakaran pada tahap yang tinggi yang
berasaskan pengetahuan khusus. Untuk memperoleh pengetahuan itu guru
perlu dididik dan dilatih secara rigorous. Guru itu juga adalah seorang
yang cerdas dan sanggup berkorban. Justeru, guru patut diberi status
dan ganjaran seperti profesional lain.
Fairness : guru hendaklah mengenal pasti serta mengembangkan bakat
murid, dan sekolah membantu dalam memastikan bahawa pendapatan dan
status diagihkan (dalam kalangan lepasan sekolah) atas asas kebolehan
dan motivasi. Dengan jaminan kesaksamaan peluang, kepincangan pasaran
kapitalisme dapat diperbetulkan.

hakikat tentang tanggungjawab moral sekolah

birokrasi >
profesional
/ fairness

Legal matters and professional misconduct

It is a known fact that some teachers do not encourage

intellectual activity and freedom in the classroom. Some
of them do not practise intellectual honesty, tolerance or
respect for appropriate diversity. There are also some who
do not adhere to the due process in such matters as
discipline and grading, fairness in punishment and equity
in the distribution of educational resources such as their
time. All these matters pertaining to bad teaching in the
classroom are beyond the arms of the law. There are also
teachers who are unable to instill the respect for the
values and mores internal to their subject matter, or to
connect their characters and behaviour with the aims and
objectives of education. In short, the law fails to deal with
issues related to the standards that are to govern the
characteristic activities of good teaching.
Hence, the limited influence of the law on the conduct of
teachers in the school, particularly in the classroom, has
necessitated school principals to act as moral agents. How

Moral responsibility of school

It is not wrong to say that the bureaucratic theme is more dominant in
Malaysian schools. If this view is right, then school principals who are in
favour of the professional or fairness model will inevitably, in certain
situations or cases, face dilemmas when they disagree with particular
policies of MOE related to, for example, teacher recruitment, teacher
training, continuous professional development programmes, the school
curriculum, and such like. These school principals, being moral agents,
have to set, and then solve, whatever problem or issue that they have
with MOE. The dilemma for these school principals is whether to obey
administrative (or political) directives and accept without complaint
policies and procedures they find morally objectionable. However, school
principals who subscribe to the bureaucratic theme regarding the moral
responsibility of school will definitely have few dilemmas as they will
support the government policies on education. Be that as it may, some
examples of moral dilemmas that may arise from having diferent views
as to the moral responsibility of the school are as follows:
You are on whose side if there is a conflict between MOE and the
parents or your teaching staf?
Should pupils be given the right to determine courses or activities,
outside the curriculum, which they want to pursue?
Would you allow two of your staf to pursue a part-time Masters course
knowing very well that it would disrupt the running of your school as
presently you are facing shortage of staf?

Tatasusila Profesion Perguruan

Malaysia

Catitan: Guru yang

dimaksudkan dalam konteks
Tatasusila ini ialah orang
yang menyibarkan ilmu
pengetahuan di sesebuah
institusi pendidikan peringkat
rendah, menengah dan tinggi,
termasuk guru terlatih yang
bertugas dalam pentadbiran,

Tatasusila Profesion Perguruan Malaysia

Kami, guru-guru Malaysia, yakin bahawa tujuan utama
pendidikan ialah berusaha menuju ke arah
pembentukan warganegara yang berilmu, yang taat
setia, yang bertanggungjawab dan berkebolehan,
yang menyedari betapa pentingnya usaha menuju ke
arah kebenaran dan ke arah pencapaian hasrat yang
gemilang, dan yang percaya demokrasi, kebebasan
perseorangan dan Prinsip-Prinsip Rukunegara.
Melaui pendidikan, masyarakat dapat membantu anak
mudanya memahami kebudayaan mereka,
memperolehi pengetahuan yang telah terkumpul
sejak zaman berzaman, dan menyediakan mereka
untuk menghadapi cabaran pada masa hadapan.
Dengan menyedari betapa besarnya tanggungjawab
membimbing anak muda untuk mencapai kemajuan
sepenuh-penuhnya, maka dengan ini kami menerima
Tatasusila berikut sebagai panduan untuk
membolehkan kami menyempurnakan profesion kami
ke taraf kesusilaan yang setinggi-tingginya.

Tanggungjawab Terhadap Pelajar

1.
2.

3.

4.

5.

6.

Lebih mengutamakan kebajikan dan keselamatan

pelajar kami daripada hal-hal lain.
Bersikap adil terhadap setiap orang pelajar tanpa
mengira faktor-faktor jasmani, mental, emosi,
politik, ekonomi, sosial, keturunan atau agama.
Merahsiakan maklumat ikhtisas atau sulit
mengenai pelajar kecuali kepada mereka yang
berhak mengetahuinya.
Membimbing atau mengajar seseorang pelajar
dalam darjah sendiri atau dalam matapelajaranmatapelajaran yang diajar dibilik darjah tanpa
sebarang bayaran.
Menunjukkan suatu cara berpakaian, pertuturan
dan tingkahlaku yang dapat meberikan contoh
yang baik kepada pelajar.
Memelihara dan memperbaiki kecekapan ikhtisas
melalui pengkajian, penyelidikan, lawatan dan
menghadhiri kursus ikhtisas, persidangan,
mesyuarat atau seminar supaya pengajaran kami
mencapai mutu yang setinggi-tingginya.

Tanggungjawab Terhadap Ibubapa

1. Menghormati tanggungjawab utama ibubapa terhadap
anak-anak mereka.
2. Berusaha mewujudkan hubungan mesra dan kerjasama
yang erat diantara institusi pendidikan dengan
rumahtangga.
3. Menganggap semua maklumat yang diberikan oleh
ibubapa mengenai keadaan rumahtangga atau mengenai
anak mereka sebagai sulit dan tidak akan
membocorkannya kepada sesiapa kecuali kepada mereka
yang berhak mengetahuinya.
4. Memberikan maklumat kepada ibubapa demi kepentingan
anak-anak mereka, dan menggunakan maklumat yang
diterima daripada ibubapa secara teliti dan bijaksana.
5. Mengelakkan diri dari menggunakan atau dipengaruhi
oleh kedudukan sosial dan ekonomi ibubapa pelajar.
6. Mengelakkan diri dari mengeluarkan kata-kata atau
melakukan sesuatu yang boleh menjejaskan kepercayaan
pelajar terhadap ibubapa atau penjaga mereka.

Tanggungjawab Terhadap Masyarakat Dan

Negara
1.

2.

3.

4.

5.

6.

Mengelakkan diri dari menyibarkan sesuatu ajaran yang

boleh merosakkan kepentingan pelajar, masyarakat atau
negara, atau pun yang bertentangan dengan
Rukunegara.
Memupuk dalam diri setiap pelajar sikap dan nilai yang
boleh membantu dan membimbing mereka untuk
menjadi warganegara yang taat setia, bertanggungjawab
dan berguna, menghormati orang-orang yang lebih tua
dan menghormati adanya perbezaan kebudayaan,
keturunan dan agama.
Menghormati masyarakat tempat kami berkhidmat dan
memenuhi segala tanggungjawab sebagai seorang
warganegara dan sentiasa sanggup mengambil bahagian
dalam sebarang kegiatan masyarakat.
Menggalakkan kerjasama dan persefahaman di antara
guru dengan ibubapa, institusi pendidikan dengan
masyarakat.
Memberi sumbangan cergas untuk meninggikan
kehidupan moral, kebudayaan, dan kecendikiawanan
masyarakat.
Berpegang kepada tingkahlaku yang sopan yang
diterima oleh masyarakat dan menjalani kehidupan kami

Tanggungjawab Terhadap Rakan Sejawat Dan

Profesion Perguruan
1.

2.
3.

4.

5.
6.

Mengelakkan diri dari membuat sebarang

kenyataan atau ulasan yang boleh mencemarkan
nama baik seseorang guru di hadapan pelajar atau
ibubapa, atau berbuat sesuatu yang boleh
menjatuhkan maruah seseorang guru.
Tidak melibatkan diri dalam kegiatan yang boleh
menjejaskan kecekapan kami sebagai guru.
Berusaha dengan sepenuh-penuhnya menunaikan
tanggungjawab kami dengan rajin dan
bersungguh-sungguh dan mengekalkannya sejajar
dengan kemajuan ikhtisas dan sosial.
Sentiasa bersedia membantu rakan sejawat kami
terutamanya mereka yang baharu dalam profesion
perguruan.
Sentiasa mengawasi diri kami supaya tidak
mencemarkan nama baik profesion perguruan.
Akan menjadi ahli sesebuah pertubuhan guru.

ETIKA KERJA KPM

PENDAHULUAN:

Matlamat mewujudkan sistem pendidikan bertaraf dunia dan menjadikan Malaysia pusat
kecemerlangan pendidikan di rantau ini ialah tanggungjawab semua warga KPM.
Justeru, satu etika kerja yang mantap perlu diamalkan untuk memastikan warga KPM
mempunyai sifat-sifat luhur, bertanggungjawab dan tahap profesionalisme yang
tinggi dalam menjalankan tugas dan tanggungjawab masing masing.

TAKRIF ETIKA KERJA

Etika kerja ialah panduan tingkah laku yang menjadi
pegangan setiap keluarga KPM berlandaskan nilai-nilai
akhlak mulia.
PENUTUP
Etika kerja KPM hendaklah diamalkan oleh semua lapisan
warga KPM dengan diterajui oleh pihak pemimpin.
Setiap warga KPM hendaklah bertekad dan berusaha
mempertingkatkan kualiti peribadi dan profesion. Mudahmudahan setiap kerja yang dilaksanakan mendapat
keredaan Allah Subhanahu Wa Taaala dan diterima
sebagai ibadah.

OBJEKTIK ETIKA KERJA KPM

Menanamkan sikap positif dan menghapuskan sikap

negatif dalam melaksanakan tugas-tugas yang
diamalkan bagi mempertingkatkan kualiti kerja;

Meningkatkan disiplin diri bagi menghasilkan

perkhidmatan yang cemerlang kepada pelanggan
dan organisasi; dan

Memberikan sumbangan positif yang berterusan

kepada negara.

PRINSIP ETIKA KERJA KPM

Niat Yang Betul: Melaksanakan pekerjaan dengan niat

yang betul adalah penting dan dituntut oleh agama, selari

dengan landasan berikut:

* memenuhi kehendak Falsafah Pendidikan

Negara, misi, matlamat dan objektif KPM;

* ikhlas menyempurnakan tanggungjawab terhadap
agama dan negara;
* memberikan sumbangan bermutu;
dan
* sentiasa memperbaharui niat untuk kebaikan.

PRINSIP ETIKA KERJA KPM

Perlakuan Yang Baik: Melakukan tugas dengan sempurna
merupakan tanggungjawab warga pendidikan ke arah
mencapai hasil yang berkualiti di samping memperbaiki
imej organisasi. Oleh itu, warga KPM perlu:
* menunjukkan penampilan diri, pertuturan dan
perbuatan yang terbaik sepanjang masa;
* memberikan kepuasan kepada pelanggan;
dan
* menghargai dan bertanggungjawab terhadap hasil
usaha organisasi.

PRINSIP ETIKA KERJA KPM

Penggerak Ke Arah Kebaikan: Setiap warga KPM hendaklah menjadi
penggerak ke arah kebaikan. Justeru, seluruh warga KPM hendaklah:
* menampilkan diri sebagai seorang yang dinamik, maju
berdaya saing dan dapat mendorong seseorang
melakukan kebaikan;
* berusaha agar hasil kerja dan amalan dapat
menonjolkan ciri-ciri kecemerlangan dan ketinggian
kualiti yang boleh menjadi sumber inspirasi kepada
rakan sejawat;
dan
* sentiasa berusaha menjadi pekerja yang terbaik.

PRINSIP ETIKA KERJA KPM

Memperkotakan Apa Yang Dikatakan: Kita hendaklah sentiasa
berusaha melaksanakan apa yang dikatakan. Justeru, setiap warga
KPM hendaklah:
* sentiasa menunjukkan ketekalan dalam tanggapan,
pengucapan dan tindakan, sama ada terhadap diri
sendiri atau orang lain;
* apa yang dibuat mesti sesuai dengan apa yang
diucapkan;
dan
* sentiasa menepati apa yang dinyatakan dalam
piagam pelanggan.

PRINSIP ETIKA KERJA KPM

Berdisiplin Dan Beradab: Aktiviti yang berperaturan,
mulia, berdisiplin dan beradab adalah penting ke arah
melahirkan warga KPM yang cemerlang. Justeru, setiap
warga KPM hendaklah sentiasa:
* menjaga adab sopan seperti yang terdapat dalam
ajaran agama;
* mematuhi peraturan dan arahan perkhidmatan;
dan
* berpandukan prosedur dan kaedah yang sesuai
dan betul.

NILAI UTAMA DALAM ETIKA KERJA

KPM
Walaupun terdapat banyak nilai mulia, tetapi tujuh nilai
utama menjadi fokus Etika Kerja KPM. Nilai-nilai itu
adalah:
Amanah
Benar
Bijaksana
Bersyukur
Dedikasi
Ikhlas
Penyayang

AMANAH
Sifat bertanggungjawab dalam melaksanakan tugas tanpa menyalahgunakan kuasa
dan kedudukan. Antara amalan amanah adalah:

Sentiasa menjalankan tugas yang diberikan dengan penuh

tanggungjawab, tanpa menyeleweng dan cuai;
Bersikap jujur dan setia kepada organisasi tanpa
menyalahgunakan kuasa dan kedudukan;
Menggunakan masa dengan sebaik-baiknya dan
menyiapkan kerja dalam tempoh yang ditetapkan dan tidak
menggunakan masa pejabat untuk urusan peribadi;
Berdisiplin dan mengawal diri dan tidak melakukan
sesuatu yang boleh menghilangkan kepercayaan orang
lain terhadap dirinya; dan
Bertanggungjawab melaporkan penyelewengan dan
penyalahgunaan kuasa.

BENAR
Benar pada niat dan perbuatan, contohnya:

Mempunyai niat yang baik dan jujur dalam melakukan

sesuatu pekerjaan, tanpa niat yang tersembunyi ataupun
mengharapkan balasan:
Bercakap benar dan menepati janji, tidak bercakap bohong
dan mungkir janji;
Bersedia untuk mempelajari atau menerima nasihat orang
lain dengan tidak bersikap sombong atau angkuh;
Memberikan atau menerima arahan yang jelas dan tepat
dan tidak mengelirukan; dan
Rela berkongsi pengalaman, ilmu dan kepakaran untuk
kejayaan bersama.

BIJAKSANA
Menggunakan pemikiran dengan bijaksana dalam membuat
keputusan dan tindakan sesuai dengan masa serta keadaan,
seperti:

Menggunakan seluruh potensi, keupayaan dan kepakaran

untuk menjayakan sesuatu tugas dengan cemerlang dan
tidak mengambil jalan mudah;
Sentiasa berusaha menghasilkan kerja yang bermutu
tinggi dan berkualiti;
Mempunyai fikiran yang rasional dan pertimbangan yang
saksama dalam meyelesaikan sesuatu masalah tanpa
mengikut perasaan dan emosi; dan
Sentiasa mempertingkatkan ilmu, kepakaran dan
profesionalisme.

BERSYUKUR
Perasaan dan perlakuan yang menghargai nikmat dan pemberian yang
diterima, antaranya:

Sentiasa menghargai anugerah dan nikmat yang

diterima tanpa menganggap kejayaan sebagai hak;
Bersedia memberikan pengiktirafan kepada
mereka yang berjaya tanpa sebarang prasangka,
berdendam atau menabur fitnah;
Tenang menghadapi masalah dan reda menerima
ketetapan, kegagalan dan ujian serta tidak boleh
putus asa; dan
Berpuas hati dengan nikmat yang diperoleh
seperti ganjaran yang diterima dan kemudahan
yang disediakan.

DEDIKASI
Berminat dan rela mengorbankan masa dan tenaga secara berterusan
dalam menghasilkan kerja yang berkualiti, contohnya:

Bekerja tanpa rasa jemu dan bosan serta bersedia untuk

menerima tugas dengan tidak mencari helah;
Sanggup berkorban masa dan tenaga demi kepentingan
perkhidmatan;
Tekun dan rajin serta bersikap positif dalam melaksanakan
tugas dan memastikan hasil kerja sentiasa berkualiti;
Menjalankan tugas dan tanggungjawab dengan sabar, teliti
dan ceria, tidak cuai atau merungut; dan
Cergas dan pantas bekerja dan hasilnya menepati
kehendak organisasi.

IKHLAS
Berhati suci dalam menunaikan tanggungjawab untuk menghasilkan kerja
yang terbaik tanpa mengharapkan ganjaran, antaranya:

Menerima tanggungjawab dengan rela dan hati yang suci,

tidak berpura-pura atau mengelak daripada
tanggungjawab;
Menjalankan tugas semata-mata untuk mencapai matlamat
organisasi, bukan kerana pangkat, kedudukan atau
mendapat perhatian orang lain;
Memberikan layanan yang baik, tanpa mengira pangkat,
status atau kedudukan dan tidak bersikap pilih kasih;
bersedia menerima teguran dan kritikan dengan hati dan
fikiran yang terbuka; dan
Saling hormat-menghormati antara satu sama lain tanpa
sebarang kepentingan.

PENYAYANG
Perasaan dan perlakuan yang menunjukkan sikap memahami, menghargai
dan mengambil berat, seperti:

Bersifat pemaaf dan penyayang, tidak berdendam,

sombong dan suka meninggi diri;
Menganggap setiap orang mempunyai harga diri yang
perlu dihormati tanpa sebarang prasangka buruk;
Bersifat bertimbang rasa dan suka mengambil berat dalam
melaksanakan tugas;
Menjadikan organisasi sebagai sebuah keluarga besar
yang penuh kemesraan; dan
Bersifat simpati dan empati dalam menjalankan tugas
seharian.

IPT

PENTADBIRAN
Sub Domain
Pelaksanaan
kuasa

Panduan
Membentuk dan mematuhi garis panduan kerja
Menubuhkan jawatankuasa pemilihan sumber dalam aspek
pengurusan

Penilaian
prestasi staf

Mengadakan kriteria dan pelaksanaan penilaian yang jelas serta

bersifat objektif
Mengadakan penilaian kesepakaran

Pelantikan
pentadbir

Mewujudkan sistem dan kriteria pelantikan pentadbir yang telus

Mengadakan pemilihan secara kolektif
Berdasarkan kompetensi

Kesamaan
peluang

Melaksanakan sistem merit

Pembangunan
staf dan pelajar

Memperkasakan badan kebajikan staf dan pelajar

Memperkukuhkan sistem aduan

Komunikasi

Penggunaan sistem komunikasi berkesan

Menyediakan ruang komunikasi dua hala, dialog, perjumpaan berkala

Pengajaran dan Pembelajaran

(Garis Panduan Integriti Akademik IPT

Malaysia)

Sub Domain
Penyampaian
pengajaran

Panduan
1. Melengkapi diri dan menyampaikan ilmu terkini
2. Menggunakan kaedah dan bahan pengajaran bersesuaian
3. Memberi perspektif yang seimbang dalam penyampaian ilmu (tidak bias)
4. Tahap ilmu yang disampaikan bersesuaian dengan tahap pembelajaran pelajar
5. Kejujuran akademik dengan pengiktirafan sumber ilmu dalam pengajaran

Hubungan
pensyarah dengan
pelajar

1. Memberikan masa, bahan pengajaran, perhatian sewajarnya kepada semua

pelajar
2. Hubungan antara pengajar dan pelajar dilaksana secara saling menghormati
3. Memenuhi hak pelajar

Penilaian pelajar

1. Penilaian jelas dan mengikuti ketetapan kursus

2. Penilaian telus dan adil
3. Kepelbagaian cara penilaian pelajar

Kualiti penyeliaan

1. Penyeliaan berasaskan bidang dan kepakaran

2. Memenuhi hak pelajar menerima bimbingan
3. Penyeliaan dilaksanakan mengikut ketetapan yang dipersetujui

Penyelidikan dan pengkomersilan

Sub Domain
Kewangan & dana
projek

Panduan
1. Mengurus penerimaan dan perbelanjaan dana secara berhemah
2. Mendapatakan dana dari sumber kewangan yang sah
3. Telus tentang penerimaan dana dan penggunaan dana

Bidang & tajuk

projek

1. Penyelidikan yang terkini/termaju dalam bidang berkaitan

2. Hasil penyelidikan memberi manfaat kepada masyarakat

Keahlian projek

1. Penyelidik mempunyai kepakaran dalam bidang yang diselidiki

2. Penyelidik memberi komitmen kepada penyelidikan yang dijalankan

Proses pelaksanaan

1. Penilaian penyelidikan dari rakan kesepakaran

2. Proses pelaksanaan penyelidikan memenuhi keperluan etika
penyelidikan
3. Hasil penyelidikan memenuhi keperluan harta intelek
4. Proses pembangunan produk atau hasil penyelidikan mengiktiraf
semua
pihak yang terlibat
5. Hasil penyelidikan mempamer nilai kesarjanaan

penerbitan
Sub
Domain

Panduan

Kedudukan
sebagai
pengarang

1. Kedudukan setiap penyumbang sebagai pengarang ditentukan di

awal proses
penulisan dengan persetujuan semua penyumbang

Plagiarism
e

1. Langkah proaktif diambil suapaya penulisan bebas daripada unsurunsur plagiat

2. Mengelakkan diri daripada swa-plagiat (self-plagiarism)

Integriti
data

1. Data diperoleh dan ditafsir berasaskan kepada sumber yang sahih

melalui kaedah
sintifik
2. Memberi hak kebolehcapaian data kepada rakan akademik untuk
tujuan verifikasi

Penyebara
penerbitan

1. Penerbitan kesarjanaan mematuhi kontrak penaja

2. Tidak menghantar manuskrip yang sama kepada lebih daripada
satu penerbit
dalam tempoh yang sama untuk penerbitan
3. Tidak menerbitkan semula penulisan yang telah diterbitkan

Perwasitan
manuskrip

1. Mengelakkan diri daripada sebarang manuskrip kenalan, rakan

sendiri atau ahli
keluarga
2. Memastikan penilaian manuskrip mematuhi syarat yang ditetapkan
dan menarik
diri dari menilai jika bukan dalam bidang kepakaran

KHIDMAT MASYARAKAT

Sub
Domain

Panduan

Impak Aktiviti membawa

kesejahteraan masyarakat
Aktiviti Tidak bercanggah dengan nilai;
Kegiatan tidak menjejaskan
tugasan hakiki
Kompe Mempunyai kelayakan dan
-tensi kebolehan dalam khidmat yang
diberikan

kebertanggungjawaban
(accountability)
pentadbir/pengurus

2 tafsiran kebertanggungjawaban
1st An agents
responsibility is to a
provider (beneficiary)
and measured by the
results produced
through the agents
skill in handling
resources. The agent
may have
customers/clients, but
to none the agent is
accountable except to
the provider

2nd The accountability of

the agent is not only
to the provider but
also to client
beneficiaries and
professional peers for
results achieved and
for the quality of
standards maintained
through occupational
practice

Therefore, based on the 2nd interpretation of accountability,

there are four types of accountability, namely

Contractual accountability to

provider or employer
Intellectual accountability under
a discipline imposed by the
intellectual criteria and the
structure of the subject taught
Professional accountability to
oneself and colleagues
Moral accountability to clients

maksud

accountability
kandungan

tatasusila profesion
perguruan
dan

etika kerja
KPM

apa persamaan antara akauntabiliti dan tatasusila

profesion perguruan / etika kerja KPM ?

banyak
klien

Menyokong dakwaan bahawa

pengurus pendidikan adalah agen
moral

banyak kalimah berkaitan

moral exemplar
dan

moral actor

problem-setter
dan

problem-solver?

KOD ETIKA

adalah ringkas dan bersifat am

dan tidak dapat digunakan
sebagai piawai yang boleh
berfungsi bagi kes-kes yang
kabur atau dalam situasi di
mana terdapat konflik antara
duty, nilai-nilai yang bersaing
dan sebagainya

Codes are imperfect. They overstate.

They understate. They distort. They
leave out. They address only issues
that are already part of our
consciousness. They are necessarily
limited by the modes of thought of the
era. They reflect systematic and
personal biases. They say nothing
about situations that have never arisen.

(Burstow, 1992)

 Although

codesare very
important and useful, like
any set of rules, they do not
cover every situation, they
often conflict and they
require considerable
interpretation.
(Resnik, 2010)

The implication
The administrator/manager has
multiple constituencies to whom an
account is due, and this context
implies a difference of demand,
therefore, he is a

moral agent.
WHY?

what the public

interest may
demand is not
necessarily
reflected in

AKAUNTABILITI pendidik adalah

kepada pelbagai konstituensi
(provider, client beneficiaries,
professional peers). Masalahnya
ialah apabila terdapat tuntutan
yang berbeza di kalangan
konstituensi-konstituensi itu, iaitu
public interests vs private
interests vs individual rights dan
sebagainya.

Work ethics and code of conduct

Quite often school principals will face situations which pose issues
and conflicts, and in resolving these dilemmas, school principals may
find that the work ethics and code of conduct are brief and general in
nature; hence, they cannot be utilised as standards that can function
for cases that are not clear cut or grey in nature. Indeed, there are
situations where references to work ethics or code of conduct cannot
provide school principals with the answer or solution. Such a situation
arises when there is conflict between duties, or when there are
competing values in a situation. The following questions reflect such
situations:
Do you, as the school principal, feel stressful if you are forced to
choose between the obligations to take of your pupils interests
and the pressure to ensure loyalty towards your peers or staf if
these two collide?
Under what conditions that you should not inform something
(related to confidentiality, sensitive issues or right to privacy)
regarding your pupils to others (parents or other persons of
authority)? Do you have problems with confidentiality and sensitive
issues?
What do you do when you see your colleagues or staf doing
something unprofessional?

Accountability in education
Based on the explanation regarding accountability in education from the
ethical point of view, (and the tatasusila profesion perguruan), the
implication would be that school principals have multiple constituencies to
whom an account is due, and this context implies a diference of demand,
and therefore, school principals are moral agents. Why is this so? What
the public (provider or employer, that is, MOE) interest may demand is not
necessarily reflected in private wants or individual rights. In other words,
there may be conflicts of interests between the provider (MOE) and the
other beneficiaries (clients), as well as among the beneficiaries
themselves (for example, between colleagues and parents, between
parents and pupils, and between colleagues and pupils). Hence, school
principals have to play the role of a problem-setter and a problem-solver.
The following questions, for example, illustrate the kind of dilemmas faced
by school principals related to accountability in education:
Have you faced a dilemma arising from conflict between the values of
MOE (the provider) or your institution and those external values
brought along by your other beneficiaries (pupils, parents or other
stakeholders)?
Are you willing to give prime consideration to pupils above all else?

 Dalam keadaan bagaimanakah anda

sepatutnya tidak memaklumkan

sesuatu perkara tentang murid
kepada penjaganya?
Adakah anda bermasalah dengan hal-

hal kerahsiaan dan isu-isu sensitif?

Apakah sepatutnya cara-cara anda

melindungi right to privacy murid

daripada penjaganya?

Patutkah anda menghormati tanpa

menyoal hak rakan sekerja

bertingkah laku sesuka hati di
dalam kelas?
Apakah garisan pemisah antara
kesetiakawanan dan toleransi
terhadap rakan sekerja yang
kurang profesional?
Patutkah anda menjadi model dan
contoh teladan kepada murid?

 Anda berpihak kepada siapa jika

terdapat konflik antara kepentingan
awam dan kehendak persendirian
atau hak individu?
Sejauh manakah anda akan melayani
karenah murid yang tergolong dalam
kumpulan minoriti?
Pernahkah anda berhadapan dengan
dilema yang berpunca daripada
konflik antara nilai sekolah/KPM dan
nilai luar yang dibawa oleh murid?

 Patutkah murid diberi hak menentukan

kursus/aktiviti, di luar kurikulum, yang dia
hendak ikuti?
Adakah anda berasa terseksa jika terpaksa
membuat pilihan antara obligasi untuk menjaga
kebajikan murid dan tekanan untuk memelihara
kesetiaan terhadap rakan sekerja sekiranya
dua perkara ini bertembung?
Dalam keadaan bagaimanakah anda sepatutnya
tidak memaklumkan sesuatu perkara (berkaitan
kerahsiaan, right to privacy dan isu sensitif)
tentang murid kepada orang lain ( penjaga,
pihak berkuasa sekolah/KPM, dsb.)?

 Sejauh manakah anda akan

menggalakkan kebebasan intelektual

murid?
Adakah anda mengamalkan kejujuran
intelektual, toleransi atau menghormati
kepelbagaian dalam kalangan murid?
Apakah tahap keprihatinan anda
terhadap pertimbangan tentang perkara
seperti disiplin dan pemberian gred,
keadilan dalam dendaan dan ekuiti
dalam mengagihkan sumber-sumer
pendidikan seperti masa anda?

CONTROL issue: the need for PUBLIC CONTROL vs the need for
PROFESSIONAL AUTONOMY

Public Control
(overregulated and restricted classroom functionaries)
Distrust of teachers by the public
Professional incompetence among teachers
Need to cap public expenditure
Subscribe to bureaucratic theme/model regarding the moral responsibility of
school
Professional Autonomy
(empowered and deregulated professional teachers entrusted with greater
autonomy in school-based management)
Bring improvement to the status and power of teachers related to the
professionalization of the occupation of teaching.
The school and the teachers must be seen as accountable agents. Therefore, must
construct an accountability system where a professional is behaving as a
professional should.

How to work out or develop an acceptable form of professional

accountability consonant with public rights?

There must be one particular condition TRUST

Trust has
an outside: clients have the opportunity to trust the system or have the
confidence in the system can predict about such things as individual
attitudes, reactions, technical competence, consistent role behaviour, and
perceived agreement about ends is also necessary through clear formal
procedures.
on the inside: a relational condition of the inside life of a school, between
individual teachers and pupils, among colleagues, between the head and staff,
etc. an active and meaningful interplay of people and their roles inside the
school.
The educator is to contribute to creating trust in the system (the outside) by
working at trust inside the school. How can this condition (trust) be
described? Only in terms of virtues that constitute trust, namely, fidelity
(strict observance of promises, duties, etc., loyalty, faith), veracity (honesty and
an absence of deception, truthfulness), friendliness and care.

INTEGRITI(y)

PROFESIONALISME
dalam PENGURUSAN

pengurusan
berkesan
(expertise)

pengurusan
berintegriti
(ethics)

PENGURUSAN
BERINTEGRITI

Before we can talk about the culture of

integrity
in

educational management
we need to know what

integrity
is

some definitions

etymology: Latin integer;

English whole, complete
Hornby (2001): quality of
being honest and morally
upright
Ensiklopedia Malaysiana:
honesty
Ensiklopedia Dunia

according to
IIM
Glosari Integriti (2006) -

concerning traits that are based

on noble values such as honesty,
truthful, trust, fair,
transparent, efficient,
accountability and wisdom
ideal qualities that exist in a
wholesome and integrated manner
where ethics is the foundation
in the day-to-day actions

integrity is
not a single virtue but an
encapsulation, the unity of virtues
the attainment of a particular virtue
is a step towards the attainment of
integrity, which is a total package
it becomes a summary of virtues
which is pertinent in all contexts,
and its constituents are virtues that
are pertinent in particular
situations
Chapfika , B. (2008)

Chapfika, B (2008)

o keen insight and good judgement of what

is good and admirable

(passive integrity)

o involving acting on what is good and openly

challenging what is bad; hence, an
integral person is not a yes-man (as the
old saying has it if you do not stand for
something, you will fall for anything), and
integrity is called for in the context of
challengeit emerges in the context of a
moral dilemma or challenge

(active integrity)

Chapfika, B. (2008)

While we sometimes use

integrity and morality
synonymously, it is possible to
separate acting with integrity
from acting morally. It is
possible for persons of integrity,
as a result of mistaken moral
views held, to act immorally
though they would usually not
know they are acting so.

Based on the thesaurus

related to the concept of
integrity, please identify the
core values or character
traits that you need to have
and practise to enhance your
integrity as an academic at
UPM. Explain the reasons for
your choice.

thesaurus synonyms, related words

. accountability/responsibility, accuracy,
adherence, allegiance, balance, certainty,
chastity, cleanness, clearness, coherence,
completeness, consistency, constancy,
credibility, decency, dignity, directness,
duty, entirety, equity, ethicalness,
exactness, excellence, fairness, faithfulness,
fidelity, finality, fortitude, forthrightness,
goodness, harmony, honesty, honor, identity,
impartiality, impeccability, incorruption,
independence, innocence, justice,
lawfulness, loyalty, morals, merit, modesty,
nobility, oneness, openness, order,
peacefulness, perfection, precision, principle,
probity, purity, reliability, respect/selfrespect, right, righteousness, simplicity,
sincerity, soundness, steadfastness,
temperance, togetherness, totality,
trustworthiness, truth, truthfulness, unity,

integrity is

commitment, even in the face of

adversity, to certain core values,
qualities, traits or virtues, and
these fundamental values are to
enable the educational manager to
translate professional ideals into
ethically commendable actions in
managing the teaching-learning
process and in conducting his/her
other related duties as a leader in
an educational institution.

Specifically, the professional ideals are

found in the

Tatasusiala Profesion Perguruan

KPM
Etika Kerja KPM
Garis Panduan Integriti
Akademik Institusi Pengajian
Tinggi Malaysia

Etika Kerja KPM

amanah; benar; bijaksana; bersyukur;

dedikasi; ikhlas; penyayang

Garis Panduan Integriti Akademik

Institusi Pengajian Tinggi
Malaysia, KPTM

amanah; bijaksana;
akauntabiliti; hormat; telus;
adil

Garis Panduan Integriti Akademik Institusi Pengajian Tinggi Malaysia,

KPTM
Kata-kata Aluan Y.B. Menteri Pengajian Tinggi Malaysia
Mentransformasi negara menjadi sebuah negara maju yang mana integriti
merupakan nilai asas dalam pentadbiran kerajaan
Menilai sejauh mana tahap integriti ahli akademik sebagai pemangkin dan
ukuran kepada kejayaan transformasi negara

Menerapkan nilai-nilai intrinsik seperti

kejujuran/honesty, keadilan/fairness,
kepercayaan/trust, hormatmenghormati/respect dan
tanggungjawab/responsibility dalam jiwa
ahli akademik di semua IPT

Integriti akademik dalam kalangan pensyarah akan menjadi rujukan dan

ikutan pelajar sekali gus dapat membantu membudayakan integriti dalam
masyarakat kampus, justeru menjadi asas kepada melahirkan
persekitaran Akademik Berbudaya Cemerlang yang akhirnya dapat
menjana modal insan yang berkualiti

The fundamental values of academic integrity of

The Center for Academic Integrity
(a consortium of 200 colleges and universities)
at Duke University

Honesty
Trust
Fairness
Respect
Responsibility

How to

promote, enhance,
sustain, nurture,
internalise, etc.

INTEGRITY
in

MANAGEMENT?

 Adhere to rules
and regulations,
the laws, codes of
academic
integrity
(ethics/conduct),
service charters,

The university of Waikato

Code of ethics for academic staf as teachers and supervisors

Academic staf should:

treat students with respect at all times;
not allow personal relationships with
students to afect or appear to afect
the professional relationship between
them;
recognise that all forms of harassment
are completely unacceptable;
encourage students to think
independently and to exchange ideas
freely;

cont

develop and maintain expertise in

areas in which they teach;
communicate efectively in both
formal and informal teaching
contexts, and allow students
reasonable assess for this purpose;
develop assessment procedures
that are fair and efective and that
contribute to student learning, and
administer them in a fair and
efficient manner, and provide
timely and constructive feedback

cont

ensure that they are familiar with

current University degree and other
regulations relating to their teaching
and assessment procedures;
continually seek to improve their
teaching efectiveness on the basis of
all available information about their
performance and its impact on
students;
undertake professional development
activities intended to improve
teaching efectiveness;

cont

where appropriate, provide suitable

advice and assistance to former
students in their academic and
professional development;
refrain from seeking or revealing
confidential information about
students without the permission of
the student concerned except in a
recognised official capacity and in
appropriate circumstances such as a
clear risk to the student or another
person, in an emergency, or where
required by law.

CODE OF ETHICS,
CODE OF CONDUCT,
ETC.
are INADEQUATE,

WHY?

brief and general in nature; hence,

often cannot be utilised as
standards that can function for
cases which are not clear-cut in
nature, or in situations where
there are conflicts between
competing values; indeed, there
are situations where reference to
code of ethics/conduct cannot
provide the academics with the
answer or solution

hence, (according to Whitton, 2001)

Publishing a code of ethics

by itself, will achieve little.
It is an insufficient effort.

Other eforts are essential if codes of ethics

are to be
worth more than the paper on
which they are printed.
(even codes of conduct)

How to become an integral academic?

for the individual

o Cultivate our virtues

(good/ethical character
traits) to improve the
self towards achieving
the ethical standards of
a professional and moral
exemplar

cont

Augment our ethical awareness

~ be open to criticism, and
participate in articulating
(discuss and debate) the moral
dimensions or standards of
professionalism in our
initiatives, policies, directives,
judgements, decisions,
practices, actions and
behaviours

cont

~ keep up to date (knowledge

and skills) through continuous
professional development
programmes, maintain related
folder, and take part in quality
assurance audit for good
professional practice and
performance improvement

cont

Improve our ethical

decision making in
resolving moral
tensions or conflicts,
i.e. by adopting well
negotiated thoughts
and positions

cont

Raise our ethical courage,

i.e. overcome moral
weakness;
do not take
the ethical bystander stand,
but instead practise
active integrity

active integrity

involving acting on what is good and

openly challenging what is bad; hence, an
integral person is not a yes-man (as the
old saying has it if you do not stand for
something, you will fall for anything),
and integrity is called for in the context
of challengeit emerges in the context of
a moral dilemma or challenge
Chapfika, B (2008)

One of the must do

thing for educational
leaders is to manage with
integrity. How should
these leaders
demonstrate honesty,
trust, fairness, respect
and responsibility in their
management?

integrity is

commitment, even in the face of adversity,

to certain core values, qualities, traits or
virtues, and these fundamental values are
to enable academics to translate
professional ideals into ethically
commendable actions in the teachinglearning process (also in research and
publication, in commercialization and
consultancy work, and in community
service); the professional ideals include
upholding truth, knowledge and scholarship
as well as to enhance academic dignity.

Teori
Etika

Baju Warna Merah

Baju Tan berwarna merah

Harganya mahal
Dia membelinya di Giant Seremban
Baju itu cantik
Bagaimanapun, baju itu tidak sesuai
dipakai Tan di majlis agama yang
dihadirinya semalam
Sebenarnya, baju itu tidak patut dibeli
kerana membelinya telah menyebabkan
Tan berhutang dengan kawannya
Dalam kalangan rakan-rakan Tan, baju
berwarna merah adalah kegemaran
mereka

Which of the following are NORMATIVE statements?

You cannot trust Sandra.

Many adults are attending college
today.
Striking workers broke into the plant
last night.
Not all racists are white.
A patient with an incompetent
doctor is likely to receive poor care.

Which of the following directives

are outside the scope of ethics?
Never shave with a dull blade
Never shoot guns at people
Use deception if it gets what you
want
Use a tie that matches your socks
Dont neglect your family
Dont take what does not belong to
you

Which statements express

intrinsic / instrumental value?
Pleasure is the only thing that is good in
itself.
Money is important not for what it is but
for what it can buy.
Self-discipline is important because it
purifies the spirit and strengthens the
will.
Wisdom is to be sought for its own sake

Which of the following are

subjective statements?
I dont like the smell of burning
cigar.
Smoking in hospital rooms
interferes with the patients
recovery.
Littering clutters up the
environment, poses a risk to public
health, and is expensive to clean up.

FOKUS ETIKA
Pernyataan

Bukan Normatif atau

Deskriptif
(Fakta)

Normatif
(Nilai)

Bukan Moral
(estetika, agama, politik,
sosial, ekonomi, intelek,
material)

Moral

Ciri

Nilai ditonjol secara

lisan atau perlakuan
Nilai boleh berubah
Keutamaan nilai
tidak sama bagi
individu yang
berbeza

Fungsi

Satu piawai asas

yang tekal,
membantu dan
mencorak
pemikiran, perasaan
dan perlakuan kita

Jenis
Instrumental
Intrinsik
Subjektif
Objektif
Relatif
Mutlak

ETIKA

falsafah

etimologi
ethos (Yunani) atau mores
(Latin), iaitu hukum, adat
resam, adab, tradisi, budi
pekerti, kesusilaan, sopan
santun, dan sebagainya

Peraturan
Masyarakat

Kemoralan Sosial/
Konvensional/
Konservatif/
Tradisional

Berfikir sendiri tentang apa

itu yang dikatakan baik jahat,
benar salah, tanggungjawab
atau duty, tentang apa yang
patut atau tidak patut
dilakukan, dan sebagainya

falsafah moral

Keperibadian

Etika Keperibadian
Mulia
(Virtues/Fadhilah)

Teleologi
Utilitarianisme
Egoisme
Emotivisme

Deontologi
Prinsip Kewajipan
Eksistensialisme
Intuisionisme

KEMORALAN SOSIAL
Maksud

Pematuhan kepada peraturan komuniti yang ditetapkan oleh autoriti dalam

masyarakat, oleh itu, keperluan masyarakat, bukan individu, merupakan matlamat
etika.
Kod, peraturan dan sebagainya yang tertubuh secara luaran yang mesti diakur pantang
larang
Kritikan

sekiranya bersifat autoritarian/autokratik, ia melemahkan

autonomi, pertimbangan bebas serta pilihan sukarela individu
dan mengakibatkan individu itu menurut perintah secara
membuta tuli
kehilangan perasaan tanggungjawab moral
relativisme kebudayaan boleh membawa kepada konflik
penguatkuasaan bergantung atas isbat (hukuman) yang boleh
hilang kuasanya
buat apa yang aku suruh, jangan buat apa yang
bertentangan dengan keadilan
kesukaran menyesuaikan peraturan masyarakat dengan
situasi baru di persada dunia yang kompleks di mana masa
dan keadaan sentiasa berubah dan terdapat banyak
persoalan yang menjadi dilema bagi kebanyakan orang
sesetengah peraturan atau norma masyarakat didapati tidak
bermoral

Akibat peranan kuku besi pemimpin, guru pula

mengikut arahan menambahkan lagi
peraturan di dalam bilik darjah, maka
menimbulkan ketegangan dalam kalangan murid
dan guru; ketidak puasan hati dan perasaan
memberontak sama ada secara senyap
ataupun nyata akan wujud; kesannya
pembelajaran terjejas, pencapaian merosot;
tiada kerjasama dan komunikasi antara guru
dan murid, dan antara guru dan guru; guru
berfungsi secara individu, mempunyai morale
atau semangat yang rendah dan sering
mengkritik murid dan ini sering membawa
kepada salah laku murid dan juga guru.

KEPERIBADIAN MULIA (VIRTUES)

Maksud (Aristotle)

Tret karakter dan sifat perangai yang mulia; kecenderungan bertujuan, bukan perasaan; tidak
bersifat semula jadi, tetapi dimiliki melalui latihan; dan merupakan suatu jalan tengah.
(purposive dispositions or traits of character; neither feelings nor faculties; not engendered in a person
by nature; and each virtue constitutes a mean)

Jadual Virtues dan Vices Aristotle

Berlebihan

Jalan Tengah

Terlalu Kurang

Kegentaran &
keyakinan (fear &
confidence)

Kegopohan
rashness

Keberanian
courage

Pengecut
cowardice

Pendapatan & perbelanjaan (getting &

spending)

Pemborosan
prodigality

Kemurahan hati
liberality

Kedekut
illiberality

Pengucapan diri
(self-expression)

Cakap besar
boastfulness

Kebenaran
truthfulness

Merendahkan diri
understatement

Kemarahan
(anger)

Panas hati
irascibility

Kesabaran
patience

Kurang semangat
lack of spirit

KRITIKAN(KEPERIBADIAN MULIA)

Nasihat yang sukar dipraktiskan

Sesetengah nilai mulia perlu berada
dalam keadaan yang keterlaluan atau
hanya ada pertentangan
Kesukaran mengkategorikan sesuatu
keperibadian sebagai mulia serta
menentukan ciri watak manakah yang
paling utama dan yang manakah pula
kurang penting
Sebagai suatu kebiasaan sahaja yang
tidak dapat membimbing seseorang
dalam situasi luar biasa yang
menimbulkan dilema moral

UTILITARIANISME
Maksud

Kebahagiaan yang paling banyak kepada sejumlah insan

yang paling ramai
(greatest happiness for the greatest number)
Baik = Kebahagiaan = Keseronokan
Jahat = Kedukaan = Kesakitan
(Good = Happiness = Pleasure
Evil = Unhappiness = Pain)

Hedonism
benevolent
consequentialism

(kritikan - utilitarianisme)
Manusia dikuasai oleh keseronokan dan kesakitan, dan kemoralan
ialah usaha mencari kebahagiaan iaitu keseronokan, dan
kebencian terhadap kesakitan (vs) masochist; kesakitan, bapa
kepada keseronokan
Pengalaman keseronokan mestilah dimaksimumkan dan kesakitan
diminimumkan (vs) Menghukum orang tak berdosa, 9 atau 10?,
irihati/tamak, oleh itu berkonflik dengan keadilan atau matlamat
menghalalkan cara
Semua sensasi terdiri daripada sama ada keseronokan atau
kesakitan yang bertentangan (vs) subjektif dan kabur.
Mengaitkan keseronokan dengan kebaikan (vs) kebaikan =
kebebasan, kesihatan > keseronokan; sadist, vandals = jahat =
seronok!
Menyamakan keseronokan dengan kebahagiaan (vs) kebahagiaan
tak khusus tetapi kepuasan yang agak kekal dan mendalam; a life
of pleasure=a happy life?
Seronok maksimum (vs) bilangan maksimum?
Yang baik (keseronokan) dan yang jahat (kesakitan) yang disukat
(vs) Urusan yang menyukarkan: kuantiti, kualiti, masa/tempat,
anatara individu

EGOISM(E)
STANDARD/UKURAN UNTUK BAIK (GOOD) =
MENGUNTUNGKAN DIRI SENDIRI (BENEFITS ONESELF);
DAN JAHAT (EVIL) = MERUGIKAN DIRI SENDIRI (HARMS
ONESELF)
MAKSUD

SEBAGAI AGEN MORAL

TANGGUNGJAWAB TUNGGAL INDIVIDU
IALAH MEMPEROLEHI SEBERAPA
BANYAK KEUNTUNGAN UNTUK DIRI
SENDIRI (AS A MORAL AGENT, THE ONE
AND ONLY MORAL RESPONSIBILITY OF
THE INDIVIDUAL IS TO GAIN AS MUCH
BENEFIT AS POSSIBLE FOR
HIM/HERSELF)
SEBAGAI PENASIHAT MORAL (SELAKU
ORANG KEDUA/PIHAK KETIGA) DALAM
MEMBUAT PERTIMBANGAN, DIA JUGA
MESTI MENGUTAMAKAN KEUNTUNGAN
BAGI DIRINYA SENDIRI (AS A MORAL
ADVISOR, IN MAKING JUDGEMENT, THE

KRITIKAN (EGOISME)

Eksploitasi, tidak perlu bermasyarakat

dan taat kepada autoriti, membenci
peraturan, organisasi dan menentang
pengorbanan
diri
untuk
kecekapan,
kekuatan dan kemajuan vs sifat semula
jadi manusia? Jepun! Binatang liar/buas
Untuk wira/superman terus hidup dan
terdorong
dia
memerlukan
musuh,
cabaran dan penentangan daripada
orang
kebanyakan
yang
mesti
dibelenggu
Tidak dapat memuaskan prinsip sejagat
Menentang peraturan mutlak sesuatu
autoriti
dan
memperakui
hanya
peraturan yang bersifat individualistik,
iaitu menurut peraturan sendiri adalah
bermoral (prudentialism) vs altruism

Eksistensialisme

kewujudan mendahului zat dan perubahan adalah kekal. Oleh

itu, individu yang kewujudannya authentic, bebas sepenuhnya
buat apa yang dia suka dalam menguruskan diri sendiri; tiada
apapun yang boleh membataskan kebebasannya untuk memilih
dan menentukan sendiri tujuan, sikap, nilai dan cara hidupnya;
segala-galanya diizinkan; tiada hukum atau nilai kudus/objektif
yang wajib dipatuhi; nilai bersifat subjektif, individualistik dan
tertakluk kepada situasi; yang lepas dan yang akan datang tidak
penting. Sekiranya individu itu tidak mahu freedom of choice,
maka dia hidup dalam nothingness dan dia mempunyai
pandangan yang penuh dengan mitos tentang kemoralan (bad
faith = kepercayaan palsu)

Eksistensialisme: suatu kritikan

Menjadikan tindakan seseorang itu benar

dengan hanya memilih tindakan itu
menggalakkan relativisme individu
Kemungkinan yang dipilih adalah yang
desired, commended dan praised, bukan yang
desirable, commendable, praiseworthy
Tanpa matlamat, ideal atau norma, ia tidak
membimbing dan memberitahu individu apa
yang patut dibuat, individu itu is left hanging in
the air atau terawang-awang
Keputusan first hand biasanya membebankan
dan makan masa
Mustahil, dari segi psikologi, wujudnya
freedom of choice

Sekolah sebagai terbuka, murid

dibenarkan keluar dan masuk sesuka
hati, menggalakkan ponteng dan
pembatalan kelas; justeru,
pencapaian akademik merosot dan
murid akan bermasalah disiplin
(menagih dadah, gangsterisme,
vandalisme, mencuri, mengugut, buli);
dan guru pula mempunyai perasaan
negatif terhadap murid dan
menghadapi stres pekerjaan.

Kantianism Prinsip Kewajipan (Duty)

Tumpuan kemoralan ialah kepada niat atau tujuan, dan motif
kemoralan bukanlah untuk memuaskan kecenderungan,
tetapi motifnya ialah kewajipan demi kewajipan. Kecuali
tekad baik, tiada yang baik tanpa syarat. Individu yang
mempunyai tekad baik ialah individu yang sentiasa
bertindak atas dasar kewajipan yang diperihalkan sebagai
satu set perintah mutlak, iaitu kesejagatan, kemanusiaan
(hormat) dan kerasionalan.
The focus of morality is on intention/purpose, and the motive
of morality is not to satisfy inclinations, but its motive is
duty for dutys sake. Except for the good will, nothing is
good without conditions. The individual who has the good
will is one who always acts on the basis of duty which is
described as a set of categorical imperatives, that is,
universalism, humanity (respect) and rationality.

Kritikan (Kantianisme)

Tidak boleh berlandaskan kecenderungan (Cannot be

based on inclinations)
Prinsip terlalu am, tiada kecualian (The principle is too
general, no exceptions)
Tiada panduan untuk memutuskan perselisihan antara
kewajipan (No guidance to resolve conflict between
duties)
Kurang kritis tentang konsep yang mungkin mempunyai
makna yang tersendiri dan berbeza kepada orang yang
berlainan (Not critical regarding concepts that may have
different meanings to different people)

Mengurangkan kesan negatif akibat latar

belakang (murid) tertentu yang serba kekurangan
kerana kewujudan budaya pencapaian tinggi;
murid berupaya membina hubungan yang positif
dengan guru dan pihak sekolah; dan murid berasa
sense of belonging dan memahami bahawa
peraturan dan prosedur dibentuk untuk
menggalakkan self-discipline. Stail ini akan
menggalakkan guru berkerjasama dalam
menyelesaikan masalah murid; dan menggalakkan
kerjasama serta hubungan dan perhubungan yang
kuat antara sekolah dan rumah.

EMOTIVISME
Moral judgements often serve to express
the feelings of the speaker; moral discourse
is primarily influential, i.e. the moral
statement of the speaker is an instrument
to control, redirect and modify the attitude
of the speakers audience. This is the
purpose of emotivism, and it is the central
thesis of emotivism.
Moral words have emotive meanings, because
they appeal to the feelings or the emotions.

KRITIKAN

Irrationalistic views about ethical judgements, i.e. undermine

the rationality of morals

To influence - this purpose is in no way distinctive of moral

discourse; for, the mass media, political speeches, threats,
bribes, and so on, can also create an influence. Moral
discourse has not necessarily and not always this purpose; one
can still talk about morality wit or to those who already have
the attitude to be promoted, and this moral discourse need
not be less moral for that.

Some moral terms such as heroic and vicious are somewhat

emotive, there are also many moral terms such as good,
generous, ought, and honest which are not emotionally
stirring. Moral opinion, advice, and such like, can be expressed
by a person without him being in state of moral excitement.
Equally, a piece of discourse may be highly emotive but
unconcerned with morals.

INTUITIONISME
The view that normal human beings have an
immediate awareness of moral values; a form
of self-perception or moral sense. There are
moral truths which, when known, are known
by intuition; and, if we do not know them,
our defect of intuition is comparable either to
a defect of physical insight or of intellectual
discernment.

Anthropological and psychological evidence seems

to be against the existence of such a faculty
(wangi/busuk, gelap/terang, panas/sejuk); that
this faculty does not exist can also be shown by
everyday experience of disagreement about what
is right or wrong in particular situations.

CONT

Moral

discourse is unique and cannot

be reduced to non-moral discourse
without loss or change of meaning
By making the whole topic sui generis, by
saying that moral terms and judgements are
simply indefinable and self-evident (yellow is
yellow), intuitionism has emptied moral theory
of all content. Moral truths were, it seemed,
such that nothing could possibly be said about
what they meant, what their grounds were, or
even why they mattered at all.

KANDUNGAN
(Content/Substance)

Keperibadian Mulia
(Virtues)

Pentaakulan Moral
(Moral Reasoning)

Peraturan Masyarakat
(Rules of society)

the morally mature

educational
administrator

BENTUK
(Form)

Etika Berprinsip
(Principalistic Ethics)

Perasaan Moral
Perlakuan Moral
(Moral Action)

DIMENSI
(the 3H dimensions: head,
heart, hand)

(Moral Emotions)

Kandungan (content)
Moral

peraturan masyarakat

~memajukan kebajikan dan kestabilan

serta survival masyarakat kerana
tercapainya kedamaian, kerukunan dan
social order
~menjimatkan masa dan tenaga
~tindak balas terhadap masyarakat yang
bertambah
permisif
keperibadian mulia

~mengandungi cara bagaimana patut

mengikuti peraturan masyarakat
~berfaedah kepada individu yang ada
hubungan dengan individu yang
peribadinya mulia

prinsip > situasi

Bentuk (form) Moral

~mengurangkan relativisme
dalam perkara berkaitan
kemoralan
~prinsip (keadilan &
kepedulian) tidak ketepikan
situasi
Mengapa keadilan & kepedulian?

~nilai asas
~ibu nilai
~akal & hati

Jika tiada
dimensi

TM

EM

TLM

TM

tak mesra
(impersonal)

cakap kosong (cheap

talk) kelemahan moral
(moral weakness);
cakap tak serupa bikin
(does not practise what
is preached)

EM

tak rasional
(irrational)

perasaan
menenangkan
diri sendiri (warm
comfortable feeling)

TLM

taat membabi buta

(blind conformist);

tak mesra
(impersonal)

kebertanggungjawa
bandiabaikan (no
sense of
responsibility/

Pentadbir pendidikan yang matang dari segi moral

ialah agen moral, yang boleh diterangkan sebagai
individu yang peka serta memahami tentang
keperluan terhadap peraturan tertentu dalam
organisasinya, dan mempunyai keperibadian mulia
yang sesuai untuk berkhidmat dalam organisasinya
itu. Dia berhati-hati dalam membuat pertimbangan,
atau pentaakulan, berdasarkan prinsip keadilan dan
perasaan kepedulian, dan dengan penuh
tanggungjawab dan akauntabiliti, bertingkah laku
atau mengambil tindakan yang wajar. Agen moral ini
juga berkebolehan meneliti dan merungkai situasi
yang mengandungi dilema (isu/konflik) moral.
Selain itu, dia berketrampilan dalam mencari
penyelesaian yang terbaik berkaitan dilema itu.

The morally mature educational administrator

is a moral agent, who can be described as an

individual who is sensitive and understands the
need for certain rules and regulations in his
organisation, and has appropriate virtues to
serve in his organisation. He is careful in making
judgement, or reasoning, based on the
principles of justice and the feeling of care, and
with full responsibility and accountability, he
behaves or takes justified action. This moral
agent has also the ability, in situation that poses
moral dilemma (issue/conflict), to set and solve
this dilemma.

PENYELESAIAN
KONFLIK
MORAL

Values Analysis
the Coombs approach
Identifying and clarifying the value question
Assembling purported facts
Assessing the truth of purported facts
Clarifying the relevance of facts
Arriving at a tentative value decision
Testing the value principle implied in the decision
the Fraenkel strategy
What is this incident about? What happened here? (Dilemma)
What could/might you do in this situation? (Alternatives)
If you were to do this, what might happen as a result? (Consequences)
If that happens, then what might happen (i.e. what might be additional shortand long-term effects)? (Consequences of consequences)
What evidence is there that these will occur? (Evidence)
Which consequences would be good? Bad? Why? Measured against what
criteria? (Assessment)
What do you think you should do? Why?

questions/guidelines for
examining and making
ethical decision

Have you defined the problem correctly? Is the dilemma (issue or

conflict) really what it appears to be? What is this incident about?
What happened here? How did this situation occur in the first
place? Is the action you are considering legal? Ethical?
How would you define the problem if you stood on the other side of
the fence? Do you understand the position of those who oppose the
action you are considering? Is it reasonable?
To whom and to what do you give your loyalty as a person and as a
member of the organisation?
What is your intention in making this decision? How does this
intention compare with the probable results?
Whom could your decision or action injure or harm? Whom does the
action benefit? How much? How long?

cont

Can you discuss the problem with the affected parties before you
make your decision? Have you sought the opinion of others who are
knowledgeable on the subject and who would be objective?
Are you confident that your position will be as valid over a long
period of time as it seems now? Would you be willing to allow
everyone to do what you are considering doing?
Could you disclose without qualm your decision or action to your
superiors, family, society as a whole? Would your action be
embarrassing to you if it were made known to your family, friends,
coworkers, or superiors?
What is the symbolic potential of your action if understood? If
misunderstood?
What conditions would you allow exceptions to your stand?

YOU SHOULD LOOK AFTER YOUR BOSSS

OFFICE IN HIS SHORT ABSENCE OF ABOUT
THREE HOURS
a) Your secretary has just quite badly

cut one of her fingers and should

have treatment at the hospital. You
are the only one in the office who
can take her to the hospital.
b) You have already promised to spend
the time discussing an urgent
problem (involving an inspection of
equipments situated in the branch
office 20 km away) with two of your
subordinates.
c) You want to continue writing a short
report.

AS REQUESTED BY YOUR SUPERIOR, YOU SHOULD

ATTEND A CONFERENCE NEXT SCHOOL
VACATION, FLYING TO AND FROM PENANG, THE
DESTINATION

You should be spared the air sickness planes

give you.
b) You have to take your family for a one-week
holiday in Malacca during school vacation.
c) At the same time you have already
arranged a crucial meeting with a busy and
important client.
a)

ATAN IS YOUR BUSINESS PARTNER.

YOU FOUND THAT HE HAS BEEN
FALSELY ADVERTISING YOUR
COLLEGE.
Honesty vs Profit
What would you do?

a) Urge him to discontinue such a

practice
b) End your current partnership with
him
c) Let it be so as not to risk the
colleges account (profit)

DIVERGENCE & CONFLICT

Whenever one set of reasons lead to the conclusion that one
action should be taken whereas a second set suggests that a
distinct action should be taken, the result is DIVERGENCE.
What we would do in following the first set of reasons is
simply different from, but not incompatible with, what we
would do in following a second set. Hence divergence does
not necessarily imply conflict, in fact, we can often resolve
any tension by simply doing both of the recommended
actions.
CONFLICT is, whenever different sets of reasons lead not only
to divergent recommendations but to logically contradicting
ones, that is, following the one recommendation means or
entails not following the other.

The strategy of DISSOLUTION

Involves developing alternatives that would avoid the
problem. It is built upon flexibility and it also makes a virtue
of foresight.

Accommodates by performing both actions (tension caused by

divergence without conflict)
Take other action(s) if any (tension caused by undesirable
consequences of either of two alternative courses)
Change the circumstances or the means (tension arises between
two aims owing to present circumstances or to the means chosen)

(Some conflicts are unavoidable, especially given circumstances over which

one is forced to live; in general, many consequences of ones actions are
uncontrollable because they are unforeseeable . Dissolution is also limited
as a strategy because it does not build character)

You are a labour union leader. Some of the union members hold
insecure jobs and are frequently laid off. No welfare programmes
provide funds for those laid off. To this group of members, job
security is very important because they could face starvation
without it.
The union also has a group of highly trained and much desired workers
whose labour is always in demand. To this group of members, job
security is not really an issue because they are confident they will
always have it. They want you to demand an increased number of
weekends and holidays.
The union is thus faced with a problem.
As a union leader, what would you do?

The strategy of HIERARCHYBUILDING

When two/more values cannot both/all be realized, then those
values have to be ranked from most to least important, i.e.
value hierarchies must be built.
To justify the formation of this hierarchy, it is necessary for
there to be some objective criteria as follows:
*more encompassing if ones action could be said to contain
not only one desired value but another desired value
besides, then that action could thereby be said to be the
better for being the richer.
*more fundamental if a fundamental value is not realized,
then another, less fundamental value, cannot be realized; if
the less fundamental value is realized, then the more
fundamental value can be or has been realized.
(The problem is that conflicting values do not always neatly form
hierarchies)

You are offered a position with a company in Vietnam, starting on

April 1, 2010. It is the kind of job that you want, the kind that you
have studied for. But you have made other commitments. You have
accepted a position with XYZ and will report for duty on Jan 2,
2009. You cannot break your word with XYZ, contracts are
contracts. Once you have made a commitment, you do not go back on
it.
But that opportunity with the Vietnam Co.! A better job, higher pay,
and management potential. With Vietnam Co., you will meet new
people, learn about new cultures; it is more than just a job. With
XYZ, you will be locked in. There is less chance for personal growth.
After a year or two, you will know your job and will probably want
to move anyway. However, you are not sure. The situation in
Vietnam is not very stable yet. What if you are back on the streets
looking for work in two years because Vietnam Co. has been
nationalized or something?
WHAT IS YOUR DECISION?

The strategy of COMPROMISE

Each of the value should be actualized in

some degree
No rational hierarchy is available, either of
the values in conflict or of the persons whose
interest should take first place
Tension between the values cannot be
dissolved

(Not all contested values can be realized in degree. Compromise will

regularly tend to promote a degree of injustice in favour of the
powerful)

SEKIAN
Terima Kasih

One night four high school students

were playing play station till late night
and could not study for the test which
was scheduled for the next day.
In the morning they thought of a plan.
They made themselves look dirty with
grease and dirt. They then went up to
the school Principal and said that they
had gone out to a wedding last night and
on their return the tire of their car
burst and they had to push the car all
the way back and that they were in no
condition to appear for the test. (What would
you do if you were the Principal?)

So the Principal said they could

have the re-test after 3 days.
They thanked him and said they
would be ready by that time.
On the third day they appeared
before the Principal. The
Principal said that as it was a
Special Condition Test, all four
were required to sit in separate
classrooms for the test. They all
agreed as they had prepared well
in the last 3 days.

The Test
consisted of 2
questions with
a total of 100
marks.

THE QUESTION PAPER

Q1. Your Name:..

(2 marks)
Q2. Which tyre burst
a) Front left
b) Front right
c) Back left
d) Back right

(98 marks)

 Protect students interests and well-being (t, ry)

Provide students a safe learning environment
(t, ry)
Provide students, regardless of their diverse
background, with equal opportunities for
learning and achievement (rt, f)
Provide resources and time for students
requiring additional assistance (ry)
Teaching in ways that ensure each student will
rationally and critically understand the subjects
or courses taught (h, f)
Equity in grading and disciplining (f)
Giving the right feedback on students academic
work (h, f)
Citing sources for teaching materials and
acknowledging the work of other academics (h)

1. Status of edctl admtr

-. The attributes of a professio
-. Professionalization of the status of
the edctl admtr
-. The professionalism of the edctl
admtr
2. Ethical issues in Edctl admtn
-. The importance of ethics in edctl
admtn

3. Moral agency, moral exemplar and

moral actor, of edctl admtr
- The law and edctrs wrongdoings
- The responsibilty of sch from the
moral viewpoint
4. Moral agency, problem setter and
problem solver, of edctl admtr
- Code of conduct
- Work ethics

5. The accountabiliity of edctl admtr

- The characteristics of accountability
in edctl admtn
- Accountability and autonomy of edctl
admtr
6. Integrity and leadership
- Relationship between integrity and
ethics
- Enhancing the integrity of edctl
admtr

7. Edctl admtn from the etymologist point of

view
- Traditionalism in ethics
- Ethics of virtues
8. Implications of ethical theories on edctl
admtn
- Individualism in ethics
- Teleological ethics
- Deontological ethics

- Emotivism and intuitionism

9. The morally mature edctl admtr

- The content of ethics
- The form of ethics
- The dimension of ethics
10. Resolving moral issues and values conflict
- The general guidelines
- Problem dissolution strategy
- Hierarchy building strategy
- Compromise strategy.