On the Relationship between Iranian EFL Teachers’ Commitment to Professional Ethics and their Students’ Self-Esteem

Abstract

Despite the importance of professional ethics for organizations, this matter has not been investigated much in the field of English language teaching. The purpose of the present study is to investigate the relationship between EFL teachers’ commitment to professional ethics and students’ self-esteem. A total of 357 teachers and 1785 students (at upper-intermediate and advanced levels) participated in this research. The instrumentation for assessing teacher’s professional ethics was based on studies by Murray (1996) and Motallebifard, NaveEbrahim, and Mohsenzadeh, (2011). Also, to assess the students’ self-esteem the Persian version of the Rosenberg Self-Esteem Scale (RSES) by Rajabi, and Bohlol (2007) was used. In the present study, descriptive statistics of each principle was run. Also, Pearson Product-moment Correlation analysis was used to compute the results. The results reveal that there is a positive significant relationship between most of the professional ethics principles especially teachers’ student professional development principle and students’ self-esteem. By the increase of commitment of teachers to professional ethics their students’ self-esteem has increased.

DOI: 10.5901/mjss.2015.v6n5s1p135