Othello Essay

In the play of â€Å"Othello†, Shakespeare skillfully uses the opposition of light and darkness to express the ironic conflict of race and Othello’s internal conflict propelled by his sense of otherness and jealousy. By doing so, Shakespeare challenges the audience’s traditional associations of light and darkness. He also allows us to see the how internal conflict could lead to one’s complete destruction. Shakespeare uses the opposition of light and darkness to express the racial conflict in â€Å"Othello†. Literally, light and darkness can be represented as white and black. The time period during which the play is set has an Elizabethan audience who made general associations with these two colours. White was generally associated with fairness and nobility; whereas black was usually assigned to negative connotations such as evil and corruption. However in this play, Iago and Othello are portrayed inversely against this traditional generalization. Othello has a black physical appearance but inside, he’s a fair and noble hero at the beginning of the play. This is supported when the Duke of Venice comforts Brabantio about the marriage of Othello and Desdemona by saying that â€Å"Your son-in-law is far more fair than black†. In contrast of Othello, Iago is a white man in the Venetian society with an absolute black soul. He plots against Othello throughout the play for his own benefits and to satisfy his professional jealousy. In his revenge plan, Iago remarks that Othello â€Å"will as tenderly be led by th’nose/ As asses are†. Iago’s duplicity is also proved by his confession to Roderigo. He states he belongs to the kind of people who â€Å"trimmed in forms and visages of duty. Keep yet their hearts attending on themselves†. Through the traditional associations around light and darkness as well as black and white, Shakespeare shows us the ironic contrast between Othello and Iago, while the black-skinned Othello is pure and the white- skinned Iago is corrupt, a Machiavellian, a personality type, someone who was not true to their word, and it’s the one that the Elizabethan audience feared. In this manner, Shakespeare challenged the general ideas of the Elizabethan society which ranked black people racially to be lower. Shakespeare also allows us to consider the representation of appearance versus reality. What we see with our own eyes is not always the truth, so it’s not necessary for anyone to have racial bias. Shakespeare also employs the opposition of light and darkness to express Othello’s internal conflict. Figuratively, light can be associated with love and honesty, whilst darkness can be used to represent suspicion and jealousy. Throughout the play, Othello always views himself honourable, as the light, and so is his love for Desdemona, which is also associated with light. However, after Iago has manipulated him into believing Desdemona is unfaithful, he starts to suspect his wife’s fidelity, â€Å"I think my wife be honest, and think she is not†. His solution to his internal conflict is to kill Desdemona. But the metaphor â€Å"put out the light, and then put out the light† suggests that he still doubts whether his wife is truly unfaithful or not, as he refers to Desdemona as the light. Ultimately, he regrets his commitment of killing Desdemona by referring to her as a â€Å"pearl† and himself â€Å"the base Judean† who throws it away. Yet in his final speech, Othello presents to the audience his insistence that he is â€Å"not easily jealous†. This brings us, the audience, to see the tragedy of the play, the power that Iago wielded, and the great loss of love. Through the use of the opposition of light and darkness, Shakespeare expresses how Othello has kept switching his belief and judgment from rightness to falseness. The fact that Othello is a black man being in a white world is vital. His sense of feeling himself as â€Å"other† exacerbates his insecurity. This dark side of Othello’s character as a result causes him to lose self-control and commit a series of irrational actions. We witness his shift away from his original lightness. Shakespeare therefore shows us that the Moor has become internally darkened through his internal conflict in terms of feeling jealous and his sense of otherness. In conclusion, Shakespeare uses the opposition of light and darkness to show us the racial conflict in the Elizabethan society and the internal conflict of Othello. He inverts Iago, a white man, as evil, and Othello, a black good man who does wrong because of Iago. Shakespeare therefore challenges the Elizabethan audience’s traditional associations of black and white. â€Å"Othello† is the play that allows us to connect with Othello’s action. We are shown how people can complete an absolute destruction when they are caught by their internal conflict, just as the noble Othello has been darkened by his sense of insecurity and jealousy.

Analysis Of Setting In “The Lottery” Essay

Analysis of Setting in â€Å"The Lottery† Setting, the time, location, and objects in which the events of a literary work occur. This important factor is needed to help the reader familiarize himself with what he is reading. Many writers use setting to â€Å"establish a realistic background, transport us to strange and exotic places, or even to create a certain mood† (Paschal 4). For example, setting as described in â€Å"The Lottery† is a small present day town on a clear and sunny summer day. Shirley Jackson makes this known because it sets the mood in the beginning for the ironic turnaround at the end. With her intent to shock the reader she uses key points the first of such is the time period that the story takes place. Jackson’s story takes place during the beginning of summer right around the time that school is let out for summer recess. Second is the location of the lottery. She has the drawing held in the middle of town, the same place that they hold all of there family events. Third would be the actual black box that they put the ballots in, she uses this as a symbol of tradition. Jackson’s brilliant use of setting ironically shows her intent to instill shock in the minds of her readers. As we study further into the setting of Jackson’s â€Å"The Lottery† we come to the first key point which is the time period that the story takes place. Jackson states that it is June 27th, which can be associated with the summer solstice, or the longest day of summer. This day has also been known to have ritualistic overtones. The year is left open to give the reader the sense that the story is current. The time is set at around 10:00am and it says that the flowers are blossoming and that the grass is richly green (Paschal 124). This is to give the reader a feeling of serenity as Jackson wants the reader to feel as if this were an ideal town on an ideal day. She sets a time frame for the actual lottery to occur. Since the lottery last approximately two hours it must start at 10:00 so that they can be home in time for noon dinner (Paschal 124). This gives the reader the idea that this event is a common ritual and that they have a set schedule to go by. All of this sets the reader up for the ironic twist at the end of the story. In a sense Jackson uses this ideal town as a camouflage to hide her true intent. The next of Jackson’s key points is the actual location of the lottery. She  sets the lottery in the middle of town between the bank and the post office (website 1). This part of town is know as the Town Square and is the place where they hold most of there family activities (Paschal 124). Since the story is set in broad daylight you can visualize all the families congregating like one would for a local community picnic. It says that the children are breaking in boisterous play and the men are talking about planting and rain, tractors and taxes (website 1). The buildings that Jackson uses are symbolic and put across a strong message. The bank is a symbol of wealth or money, while on the other hand the post office is a symbol of government. One could say that the point being made here is that she uses these symbols in correlation with the lottery to say that whenever money and the government are involved there is corruption. At this point in the story Jackson would have the r eader to believe that a town that appears to be so normal couldn’t commit such an unthinkable action at the towns’ family meeting place in broad daylight. The third and final key point used is the black box. Jackson uses this as a symbol of many things, one being tradition. The box is described as being shabby, splintered, faded and even stained (Paschal 125). This symbol of tradition clearly shows how this society or culture is afraid of change. Not only does the black box symbolize tradition it symbolizes fear. As the box is introduced in the story it changes the mood of the people. Jackson states that as the box is placed on the stool, the villagers kept there distance (Paschal 125). â€Å"The box embodies all of the evil acts executed in the past and the ones to come† (website 2). One would think that if they were so afraid of this box why not make another one or even do away with the ritual completely. Perhaps their fear of change is stronger than their fear of fear itself. To these people the black box holds the key to life and death. Jackson’s use of the black box as a symbol demonstrates shock in that the people o f this society would rather hold on to a greater evil rather than loose a lesser one. As noted above in the analysis of setting in Shirley Jackson’s â€Å"The Lottery† we found that setting can be an important factor in any story because it sets an atmosphere that the reader can use to explain certain events within  a story. For example, in Steven Cranes â€Å"The Bride comes to Yellow Sky† the setting is in what is known as the Wild West. Without the reader knowing this they wouldn’t be able to relate to Scratchy wearing cowboy clothes and shooting his guns in the bar. Another example would be in William Shakespeare’s Macbeth in which Shakespeare uses medieval Europe as the setting. Without knowledge of this you wouldn’t be able to explain why people would kill there own relatives just to gain power, or to even explain why it was common practice to consult a witch for advice. For some that was a common thing for people of Europe in that time period. In essence the appropriate use of setting to illustrate a writer’s i ntent in a story can be an effective way to have ones reader be able to relate to what he is reading. mWebsite 1- Various English Essays: Irony of Setting in â€Å"The Lottery† www.cheathouse.com/restricted/essays/ess1/348.html Website 2- Chuck III’s College Resources â€Å"† Theses & Dissertations â€Å"† lottery www.chuckiii.com/reports/theses_&_ Dissertations/lottery.shtml Paschal, Hugh H. A Formalistic Approach to Freshan Composition. Dubuque, IA: Kendall/Hunt Publishing Company, 2000

The House of Lords Essay Example | Topics and Well Written Essays - 500 words

The House of Lords - Essay Example Membership of the Lords Temporal had by 15th century, become almost entirely hereditary and male, members usually being summoned by writ rather than chosen by the monarch. Lords Temporal became to be known as Peers and until the suppression of the monasteries in 1539 the Lords spiritual consisted of Bishops, abbots and priors. After 1839, only bishops attended and the Lords Temporal formed a majority for the first time. During the civil war of 1642, Bishops were excluded from the House of Lords but returned by the clergy act of 1661. The house itself ceased to exist in 1649 but resumed separate sittings in 1660. Legal backing, in 1671 and 1678 resolutions gave pre-eminence in financial matters to the House of Commons after attempts by the House of Lords to breach the convention. Also the bill of rights was initiated in 1689, by the Commons, to establish authority of the parliament over the king. A lot of reforms, in the House followed over time. In 1999, the House of Lords act removed the right of most hereditary Peers to sit and vote in the House. An amendment to the bill, tabled by the Lord Weatherill and accepted by the government enabled 92 hereditary peers to remain until the House was fully reformed. The House of Lords is the second chamber of the United Kingdom parliament.

Trying To Do Business In Mexico, Gringo Style Case Study

Trying To Do Business In Mexico, Gringo Style - Case Study Example These objectives primarily focus on enhancing the cost-efficiency of the company by reducing labor costs. Upon his arrival to Mexico with his family, Ted is greeted by his assistant plant manager and cultural mentor, Manuel and he promises Ted that the plant would become operational within two weeks. Eventually, the operations at the plant commence five weeks after the scheduled date which causes Ted to lose his trust in Manuel while, Manuel considers him too insensitive and impatient. As tensions between Ted and Manuel continue to grow, the efficiency levels at the plant continue to drop. Believing in the idea that cultural issues share no association with efficiency, Ted proposes three recommendations to address the problem including the dismissal of low performing workers and the implementation of an incentive-based pay system and a participative approach to decision-making. When the proposed schemes do not yield desired results, Ted realizes that Manuel did not fire five of the w orkers that should have been dismissed, and as a result of the differences in the labor laws of Mexico and US, the workers that were dismissed would be entitled to a severance pay. Feeling frustrated, Ted contemplates his future at the company and thinks that perhaps his criticisms of Mexican culture were indeed valid. 2. Discussion Questions 2.1 What mistakes did Ted make in his management of SterMexicana? The most fundamental mistake that Ted made in his management of SterMexicana is related with his convenient assumption and misguided belief that falsely led him to believe that his managerial expertise would transfer successfully to Mexico without the emergence of any significant issues. Therefore, during his time as the plant manager of the firm, Ted failed to acknowledge the cultural dimension of management in the formulation of appropriate strategies to address business problems, in his dealings with the company’s suppliers, and also in the decision-making process. For example, when Manuel showed interest in introducing Ted to the culture of Mexico, his reluctance in doing so was evident by his impatience to discuss more significant matters that were related to the business. By refusing to understand the dimensions of the country’s national culture, Ted ultimately developed recommendations and strategies which could not yield ideal results for the business. This observation corresponds with the analysis of Newman and Nollen who state that the financial performance of an organization is dependent upon the extent to which the management practices of a firm are in congruence with the national culture (753). When Ted did not demonstrate an interest in Manuel’s discussions of Mexican culture he was in fact ignoring valuable information that could have helped him in achieving his goals and formulating strategies for reducing SterMexicana’s labor costs. As suggested by Marchese in comparison with a highly individualistic U.S culture, the culture of Mexico is characterized by the presence of collectivism which is an aspect that emphasizes upon the significance of maintaining and valuing social relationships as members of a group (131). Ted’s implementation of a flexible working hours plan contradicted with this element of Mexico’

You Are an Entrepreneur Essay Example | Topics and Well Written Essays - 1500 words - 1

You Are an Entrepreneur - Essay Example My business will be referred to as Business Post Enterprise. With the increased demand for information relating to formation and running of enterprises, I realized that my writing hobby can be converted to a business that will involve writing business articles on a magazine that is known as Business Post. In this way, I will be in a position to provide the information that is needed by individuals who intend to venture into small and middle level businesses. Additionally, I am focused at creating advertising spaces that will create an opportunity for the existing and new firms to advertise their products. It is worth to note that with the current cut-throat competition, most firms have turned into extensive advertisement in order to create a strong customer awareness thus increasing their sales. In this regard, my objective is to capture that market segment and provide adequate advertising spaces that will meet the needs of my clients. In order to achieve my goals, I will require a w orkforce that is experienced and adequately motivated. Members of staff will include office administrator, advertising manager, sales executives, messengers, writers, information technology expert, receptionist, driver, an accountant and a cleaner. My duty will be to manage the whole business. The office administrator will oversee the general running of the office as well as the evaluation of the other workers. The advertising manager on the other hand will ensure that orders have properly been acquired by the sales executives, advertisement artworks are received on time, leading the sales executives as well as organizing interviews with the customers. The sales executives will be responsible for contacting the potential clients both the one seeking to advertise and those who need to purchase the magazine copies. Messengers will be responsible for taking the magazines to the customers as well as taking correspondents

The Advantages of the Oanda Website Essay Example | Topics and Well Written Essays - 250 words

The Advantages of the Oanda Website - Essay Example Our website is 100% innovative web-based platform endowed with extraordinary features and over 250 assets that allow you to trade on the leading financial markets inclusive of Forex, indices, stocks, and commodities. Option Rally allows you to trade securely anytime and anywhere in the world without downloading the software. Our website is managed by veteran pros with exceptional knowledge in the financial industry working to make your trading experience simple, fast, user-friendly, and enjoyable. Traders receive training tools on safe and secure Binary Trading platform which is accessible to private and institutional investors globally on major FX crosses, indices, and commodities stocks. Binary options allow trading with no liquidity, wide variety of expiry points, and has Trader711, which allows up to 10% refund of principal investment for unsuccessful trades and 85% returns for successful trades. Binary options allow you to have control of risk and make profits during and volatile markets while monitoring market movements in the shorter period of time.

Leadership in a Police Organization Research Paper

Leadership in a Police Organization - Research Paper Example By calling the attention of the harassing officers, I will also show that I do not condone the improper behavior and hope that my subordinates will adopt my example. Because the people in a police organization depend on each other, at times, even for their lives, there is a strong bond of loyalty tying one to the other which discourages them from speaking about each other’s misconducts. The whistleblowers broke this bond. As their leader, I will publicly applaud their courage to stick to their principles and go against the norm. By doing so, I am subconsciously sending a message to the harassing officers that upholding the law should start amongst those enforcing it. Hopefully, this loyalty to principle will end the harassment and encourage the rest to behave appropriately. (Mullen, A., 2000)Â  It is difficult to be a new leader in an environment such as a police organization. The relationship among its members is bound by a certain sense of devotion that can sometimes cause one to act unethically. However, it is a trait of a good leader to be able to assess the situation and take appropriate action which would serve as an inspiration.

Diseses of the Human Body Personal Statement Example | Topics and Well Written Essays - 750 words

Diseses of the Human Body - Personal Statement Example Considering that it could be left- sided colitis, which may be responsible for the abdominal cramping and bloody stools, it is life threatening and should be paid immediate attention. 3. Vomiting is quite a common reflex especially in infants because they tend to drink too much, especially when feeding from a baby bottle. However, I would find out if the parent was burping the child now and then during feeds. In some cases it could be a serious acid reflux or a hinal hernia (flap of tissue) that is a hindrance in swallowing which may be the cause for vomiting and hence not gaining weight. In this case I would ask the parent to make an appointment to check with the physician. 4. The child could be suffering from a respiratory distress syndrome which could permanently damage the lungs if not seen to immediately. The fever and cough would serve to aggravate the situation making it worse. Since the physician has left, I would refer her to another physician who is available and ask her to attend to the problem immediately. 5. Considering three children have been reported by the mother for having the same symptoms like fatigue, headache and pain in the joints, muscle and stomach, I would enquire about the kind of food they are fed and the amount of sleep they get.. These symptoms cover a broad range of disease and only when they are thoroughly examined by a physician, can the real nature of their condition be understood. In this case I would ask her to make an appointment with the physician. 1. Excessive thirst or urination in males clearly shows that it is a hormonal imbalance. Such a condition occurs in the Endocrine system and needs to be attended to at the earliest. I would fix an appointment at the earliest for this patient. 2. Swelling in the neck with difficulty in swallowing could be due to the accumulation of fluid in the tissues of the neck. It is also common for the swelling of the lymph nodes brought about by viral or

Teacher - school Essay Example for Free

Teacher school Essay I dedicate this dissertation to my beloved parents Mr. and Mrs. Muwonge Mukasa (R. I. P) for their parental love, zeal and the guidance given to me in my early years of academic life, to the Rt. Rev. Bishop Joseph Anthony Zziwa for his paternal love, spiritual, moral, and fiscal support, to Sr. Elizabeth Achieng without whose dear motherly care, love, concern, material and financial support I never would have achieved this degree. To my dear maternal uncle Professor Ignatius Kakande for his parental love, care, concern and financial support, to my dearest brothers and sisters, for their support and encouraging words all through my studies, and to all the members of the Little Sisters of St. Francis of Assisi in Central Region, who despite their meager financial resources, knew the value of education and sacrificed so much for me. iii ACKNOWLEDGEMENTS I would like to acknowledge the contribution of the following people who have assisted me in a special way in carrying out this research work. First and foremost, I would like to extend my sincere and hearty gratitude to my two very supportive supervisors, namely, Dr. Oonyu Joseph and Dr. Anthony Mugagga Muwagga, for their critical reviews, expert advice, and regular availability to me throughout the course of my research work. I would also wish to thank the Regional Superior of Central region, Rev. Sr. Jane Frances Nakafeero, and the council members, for giving me an opportunity to pursue further studies and for financing my studies. My sincere thanks are also extended to the Rt. Rev. Bishop Joseph Anthony Zziwa for his fatherly love and encouraging pieces of advice, and to Rev. Fr. Oscar M. Ssuuna for his brotherly advice and critical review of my research work. I also extend a sincere thank you to Rev. Fr. Dr. Charles L. Mubiru, Rev. Fr. Henry Kasasa, Rev. Fr. Nicholas Kiruma, Bro. Anselm Nsemereirwe, Mr. Peter M. Ssenkusu, Dr. Enon, Musuubire Anthony, Mr. Walimbwa Michael, and Rev. Fr. Hilary R. Munyaneza, for their untiring efforts to ensure the completion of my dissertation by assisting me get the required information. I cannot forget my exemplary lecturer Dr. F. E. K Bakkabulindi for his great assistance and excellent academic pieces of advice. I owe a special debt of gratitude to Rev. Fr. Simon Peter Kyambadde, Rev. Fr. Paul Kafeero, Rev. Fr. Achilles S. Mayanja, Rev. Sr. Elizabeth Achieng, Rev. Sr. Immaculate Nabukalu, Rev. Sr. Agatha M. Muggwanya, Bro. J. Bosco Ssenkabirwa, Prof. Ignatius Kakande, Prof. Mathias Ggingo, Dr. Maria Barifaijo, Dr. Beatrice Sekabembe, Dr. Kaseneene E. Kaahwa J. Taddeo, Ssenkooto John, Mr. Kuloba Paul, iv Aunt Berna, the sisters in Iganga and Namilyango communities, and Mr. and Mrs. Ntaanda Fred whose all round support and encouraging words gave so much to the completion of this work. May God bless and reward them all. I also acknowledge all the support given to me by all the lecturers in the East African Institute of Higher Education (School of Education, Makerere University) and by my classmates of Master of Arts Degree in Education Management and Administration 2007/2008 – 2008/2009. I cannot forget the Brothers at Lamennais House, Makerere, my research assistants together with all the teachers, head teachers, deputy head teachers, members of BOGs, heads of disciplinary committees, and local government and educational officials who assisted me in gathering data from the field. Last but not least, I am very grateful to Mrs. Kamya Rose at the photocopier and Stella for their sisterly advice and assistance and all the Librarians in School of Education for their readiness to serve me at the issuing desk in the Library. To Dr. Beraho, Grand Hostel members, and my community members for the conducive residential services they gave me throughout my studies. May God bless you all. TABLE OF CONTENTS v Declaration †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (i) Approval†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (ii) Dedication †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (iii) Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (iv) Table of contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (vi) List of tables †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (x) List of figures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ (xii) Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ (xii) CHAPTER ONE: INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 1. 0 1. 2 1. 3 1. 4 1. 5A 1. 5B 1. 6 1. 7 Introduction†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 1 Statement of the problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Purpose†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Research Questions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Research Hypotheses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 Scope of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Significance of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 CHAPTER TWO: LITERATURE REVIEW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦13 2. 0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 vi 2. 1 2. 2 2. 3 Theoretical Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. 13 Conceptual Framework †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Review of Related Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 2. 3. 1 Teachers? Code of conduct and teacher performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 2. 3. 2 2. 3. 3 Teachers? Commitment and performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 Teachers? perception of the code of conduct †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦25 CHAPTER THREE: METHODOLOGY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦29 3. 0 3. 1 3. 2 3. 2. 1 3. 2. 2 3. 2. 3 3. 3 3. 3. 1 3. 3. 2 3. 3. 3 3. 3. 4 3. 4 3. 4. 1 3. 4. 2 3. 5 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦29 Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦29 Populations and Sample†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦30 Population†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 30 Sample and sample size†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦30 Sampling strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 Data collection instruments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 Questionnaires†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 Interviews †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 Documentary study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦35 Focus group discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦36 Data quality control†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 37 Validity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦37 Reliability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦38 Data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 39 vii 3. 5. 1 3. 5. 2 3. 6 Quantitative data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 39 Qualitative data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 41 Procedure and Ethical consideration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 42 CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 43 4. 0 4. 1 4. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 43 Background Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦43 Teachers? professionalism†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ 46 4. 2. 1 Influence of the code of conduct and teacher performance. 47 4. 3 Teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 57 4. 3. 1 Planning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 57 4. 3. 2 Teaching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 58 4. 3. 3 Assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 60 4. 4 4. 4. 1 4. 5 4. 6 4. 7 4. 8 Statistical analysis of the teachers? code of conduct and teacher performance†¦Ã¢â‚¬ ¦63 Hypothesis One†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 63 Teachers? commitment on teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 64 Hypothesis Two†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦80 Teachers? perception of the teachers? code of conduct on teacher performance†¦. 81 Hypothesis Three†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. 91 CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATI†¦.. 92 5. 1 5. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 92 Research Hypothesis One†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦92 viii 5. 3 5. 4 5. 5 5. 6 Research hypothesis Two†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦98 Research hypothesis Three†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦.. 103 Study Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 109 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 110 REFERENCES.. 112 APPENDICES Appendix A: Questionnaire for Secondary School Teachers in Busiro County, Wakiso District 120 Appendix B: Interview guide for secondary school head teachers and their deputies on teacher professionalism and teacher performance 126 Appendix C: Questions for the teachers? focus group discussions on teacher professionalism and teacher commitment.. 127 Appendix D: Structured Interview for members of the Board of Governors and District Educational Officials on teacher professionalism and teacher performance. 129 Appendix E: Budget for the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦132 Appendix F: Frequency Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 142 Appendix G: Map of Wakiso District†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦. †¦Ã¢â‚¬ ¦.. 143 LIST OF TABLES ix Table 3. 1: Table 3. 2: Table 3. 3: Table 4:1 Table 4. 2: Table 4. 3: Table 4. 4: Table 4. 5: Table 4. 6: Nature of the sampled schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 The target and actual study population†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦32 Documents availed by schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦36 Background information of teacher respondents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 44 Summary of teachers? self rating on the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦Ã¢â‚¬ ¦47 Summary of teachers? responses on planning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦Ã¢â‚¬ ¦.. 57 Summary of teachers? responses on teaching †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 58 Summary of teachers? responses on assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. 60 Pearson? s Correlation coefficient on the code of conduct and teacher performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦63 Table 4. 7: Table 4. 8: Summary of teachers? responses on commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦64 Head teachers and deputies? responses on how teachers? commitment can be enhanced†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 69 Table 4. 9: Respondents? views on how they maintain the pride their teachers have in them†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦74 Table 4. 10: Pearson? s Correlation coefficient between teacher commitment and teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 80 Table 4. 11: Table 4. 12: Teachers? perceptions of the teachers? code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 81 Teachers reactions when a fellow teacher acts outside the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦88 x Table 4. 13: Teachers opinion on giving indefinite suspension to teachers who violate the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 89 Table 4. 14: T-test results on teacher performance by positive and negative attitudes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦91 xi LIST OF FIGURES Figure 4. 1: Ways head teachers use in handling teachers who break the teachers? code†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. †¦Ã¢â‚¬ ¦55 Figure 4. 2: Head teachers and Deputies responses on how the code of conduct enhances teachers? commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦68 Figure 4. 3: Head teachers and deputy head teachers? response on factors responsi ble for low teacher commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦71 Figure 4. 4: Respondents? views on measures used to ensure teachers? dedication, cooperation and willingness to their duties†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦72 Figure 4. 5: Figure 4. 6: BOG? s indication of the number of times they motivate teachers†¦.. †¦Ã¢â‚¬ ¦77 B. O. G? s opinion on the teaching methods needed for use by teachers to ensure effective learning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. 78 Figure 4. 7: Teachers? perception of the important and most lived core value of the code†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 82 Figure 4. 8: Figure 4. 9: Teachers? responses on the various ways of strengthening each other†¦Ã¢â‚¬ ¦84 Whether it is common to dedicate one? s time in attending to one? s duties. 90 xii ABSTRACT The study aimed at examining the influence of teachers? professionalism on teacher performance in Busiro County secondary schools, Wakiso District. The study was guided by the following objectives: to establish the influence of the code of conduct (that is; respect, integrity, honesty, trust, fairness, service, equality) on teachers? performance in secondary schools, the perception of teachers towards the code of conduct in secondary schools and to establish the effect of commitment in terms of planning, assessment, and teaching on teachers? performance in Busiro County secondary schools, Wakiso District. The study employed a combination of both quantitative and qualitative approaches. The quantitative approach used was a questionnaire and the qualitative approaches included use of interviews, focus group discussion, and documentary analysis. It utilized a cross-sectional sample survey design, which was largely descriptive and qualitative in nature. The study made the following findings: The teachers? code does not have a significant relationship with teacher performance. The study also reveals that commitment does not have a significant relationship with teacher performance. The study also reveals that majority of teachers especially those in government and denominational private schools are committed to their work while those in for profit- making schools are less committed and this greatly impacts on their performance. The study further revealed that teachers have a positive attitude towards the teachers? code of conduct. xiii The study concluded that the results indicated that the code of conduct and teacher performance were not significantly correlated because it was well beyond the benchmark sig meaning that the code of conduct does not have a positive effect on teacher performance. The study also concluded that teachers who act more professionally and are aware of their obligation and duty to the teachers? code of conduct do perform well both in and outside class (extra-curricular activities). The study also concluded that teachers? performance is greatly associated with adherence to the teacher? s code of conduct. The study also concluded that teacher commitment and teacher performance were not significantly correlated because the results were well beyond the benchmark sig. meaning that teacher commitment does not have a positive effect on teacher performance. The study concluded that teacher perception in terms of positive and negative attitudes affects teacher performance. In addition, a big number of respondents have a positive attitude towards the code of conduct for teachers. The study also concludes that what seems to be poor perception is a result of other factors such as poor remuneration, nature of the school and the implied school leadership and students. It was therefore recommended that different authorities including teacher training institutions, Ministry of Education and Sports, schools and denominational education secretariates should avail to teachers personal copies of teachers? code of conduct. Furthermore, in order to enhance teachers? knowledge and perception of the code, there should be regular and refresher programmes in form of seminars, workshops among others through which teachers are educated on the value of behaving professionally, and lastly, the study recommends that in order to enhance teachers? commitment, emphasis should be laid on the need for teachers to act professionally. This could be done by applying the various remunerating aspects such as xiv improving on teacher working conditions, improving on teacher rewards and other related benefits like the fringe benefits. xv CHAPTER ONE INTRODUCTION 1. 0 Introduction Teachers are an important factor in determining the quality of education that children receive. Their professionalization therefore has been a centre of much concern among educators and researchers (Nkwanga, 1992). Its importance is not only for repute, differentiation from members of other professions, but in a sociological sense, as a form of social control. Therefore, for an educational institution to excel, it must focus on the quality, competence, knowledge and commitment of the teaching staff, which are actually embedded in their teaching profession code of conduct. Though professionalism is the ultimate goal of all professions, poverty, poor remuneration and poor training at times constrain its attainment. There are many factors which influence teacher professionalism such as attitude of the different education stake holders towards the teacher, gender, age and duration of service. These all have a bearing to the teachers? professionalism and the implied performance in and outside class. 1. 1 Background to the study Before the advent of colonialism there was no school to train teachers and there were no trained teachers (Ssekamwa, 1997). Most of the teaching was done informally at home, in clan meetings or in peer gatherings (Roscoe, 1915). And so in the traditional African society, teacher professionalism was built in their societal norms and prescriptions especially the values that were espoused at the time such as respect, honesty, integrity, trust among others (Muwagga, 2006). With the coming of the missionaries between 1877 and 1879, formal 1 education begun though the teaching was being carried out under verandahs (Ssekamwa, 1999). Later, missionaries established schools which necessitated the establishment of teacher training schools to train teachers who would become professionals and these were equipped with both content and pedagogical skills (Ssekamwa, 1997). A professional is a person who has received training in theory and practice in a discipline for a long period of time and usually constrained by a code of conduct. The curriculum which basically constituted the 3Rs (that is; Reading, Writing, and Arithmetic) was designated not only to create a new class of elites but also religiously adherent citizens (Nkwanga, 1992). The missionaries used a recruiting system of pupil-teacher to become their assistants in teaching but only those whose personalities seemed ideal for exemplary conduct in the community and had grasped some aspects of the 3Rs were recruited. This was the humble beginning of the emphasis of teachers? conduct in Uganda which underlies this study. As Wandira (1971) observed about early recruitment, â€Å"Each missionary could make an effort to further the spiritual, mental and pastoral training of such individual workers who by grace†¦ need special training for the work of the ministry†. The early recruitment and routine of teachers both in the school and outside it was monitored by his conduct. The missionary view of teacher-professional conduct was gauged against the Bible and Clergymanship (Nkwanga, 1992). A teacher who could avoid intoxicating drinks, got married in church and regularly attended church services, such teachers? works could be appreciated. Despite this emphasis on the puritanical conduct of teachers, less emphasis was put on content and pedagogy. 2 In 1925, a department of education was established in Uganda to oversee education in the protectorate and the colonial government then started normal schools to train teachers. Since most of these schools were run by missionaries, puritanical conduct was emphasized among teachers and those who found it difficult to comply with these standards found their way to private schools (Ssekamwa Lugumba, 1973). The pre-independence era in Uganda? s education system therefore witnessed a high degree of teacher? s discipline and high respectability in regard to the core values such as; integrity, trust, equality, service, fairness, honesty and respect in their profession (Mamdan, 1976). Historically, therefore, one can note that in Uganda teachers? professionalism has developed over the years. The 1950s saw the development of teaching as a profession as noted by Ssekamwa (1999). Those who took up the profession became professional teachers and these came to be termed as persons who have undergone formal training in a Primary Teachers Colleges (PTCs), National Teachers Colleges (NTCs) or a University College (Ssekamwa, 2000). Teacher professionalism therefore became a major source of contention between the different stakeholders in Uganda (Muwagga, 2006), and due to the growing autonomy that was given to educators, it has remained one of the most influential attributes of education today (Ilukena, 1999). Therefore, teacher professionalism has had relevant significance in education and thus emphasizes both academic and professional obligations (Ssekamwa, 1997). Upon attainment of independence in 1962, the Government of Uganda took education as one of its priorities to create a pool of manpower and accelerate economic development (Wandira, 1971). The training of teachers was intensified at all levels. Uganda had graduate teachers 3 from Makerere University, diploma holders from NTCs and Grade III teachers with a certificate in education from Primary Teachers? Colleges. It can also be noted that the independent governments in Uganda have emphasized the secularization of education through the Teaching Service Commission (TSC) and the legacy of puritanical emphasis on teachers? conduct still survives in these schools. Society expects teachers to be exemplary but much as this is so, it is unfortunate that the liberalization of education in Uganda in the early 1990s, and the increase in private secondary schools in post independence Uganda has eroded most of the core values espoused in the code of conduct for teachers (Nkwanga, 1992). Hence, this has led teachers to develop a negative attitude towards the code thereby leading many to have a low perception, and thus resulting into many problems such as teachers? disrespect of their profession, hence leading to poor students? performance, indiscipline, unending strikes, truancy and other delinquent behaviors of students among others (Nsereko, 1997). There is an increased report of dysfunctional plus poor job performance by most teachers in Uganda and the argument and blame is placed on poor professional conduct by some teachers (Emojong, 2008). It is from the liberalization of education that allegations that the existence of private secular secondary schools and government secondary schools and those which are denominational but government aided coupled with lose control by the Ministry of Education has had an impact on teachers? professionalism and the implied performance (Muwagga, 2006). By professionalism it is meant the basis of our contract with society and this embeds in it a professional code of ethics or conduct. According to Wandira (1986), teacher professionalism. 4 means a teacher adhering to the teaching code of conduct. Therefore, teacher professionalism affects the role of the teacher and his or her pedagogy, which in turn affects the student? s ability to learn effectively. Teacher training emphasizes both academic and professional obligations whereby the professional obligations imply teacher? s professionalism (Ssekamwa, 1997). Teachers? professionalism has developed over the years. On the other hand today teachers? professionalism is referred to as the teachers? Code of conduct (Ilukena, 1999). By teachers? code of conduct one refers to principals, values, standards, or rules of behavior that guide the decisions, procedures and systems of a school in which teachers work and in a way that (a) contributes to the welfare of its key stakeholders, and (b) respects the rights of all constituents affected by its operations (Wandira, 1986). It could also refer to the expected professional standards of behaviour of members of a profession governed by professional code of conduct (Nkwanga, 1992). Professionalism has been found out to be the most challenging approach to mandated content while motivating, engaging, and inspiring aspect of preparing new teachers (Freidson, 1994). Talbert and McLaughlin (1996) define professionalism as â€Å"the internalized beliefs regarding professional obligations, attributes, interactions, attitudes, values, and role behaviors. Professionalism means that teachers fully accept the challenges of teaching which are reflected in the three primary indicators of professionalism namely; responsibility, respect and risk taking (Hyland, 2002). Teachers? professionalism as per this study is taken to be teachers? adherence to the code of conduct, teachers? commitment, and teachers? perception of the code of conduct and so, by code of conduct one refers to the core values which include; respect, honesty, integrity, trust, equality, service, fairness, and tolerance, teachers? perception refers to 5 teachers? attitude (that is positive and negative) towards the teachers? code of conduct and commitment refers to dedication, willingness, cooperation, voluntarism, belongingness, excitement, and pride. The researcher also adopts the International dictionary? s meaning of a „teacher? and then „perception?. A teacher is â€Å"one who teaches or instructs learners to acquire knowledge or skills usually with the imparting of necessary incidental information and the giving of incidental help and encouragement†. On the other hand, perception is a sensory impression or mental image derived from past experiences (Namugwanya, 2006). As per this study, perception refers to the positive and negative attitude of teachers, towards the core values of the code of conduct for teachers. Performance on the other hand refers to how well or badly an individual, organization, group or institution does something or some task (Nampa, 2006). On the other hand, Otemo (2004) defines performance as the consistent ability to produce results over prolonged periods of time and in a variety of assignments. Thus, this research treats job performance of teachers as planning, teaching, and assessment which are reflected in setting objectives, evaluating lessons, organization, extra duties, time management, and lesson planning, preparing schemes of work, creating a conducive environment, using various methods, strategies, and ensuring discipline and records of work and lastly giving students exercises, examinations, quizzes, and debates. This study therefore viewed job performance of teachers as an outcome of teachers? professionalism and thus invoked two Theories of Teleologism which begun with the philosophies of Aristotle (348BC) and Deontologism propounded by Kant (1724-1804) (Russell, 1996). The Theory of Teleologism implies duty and moral obligation being inherent 6 in one? s actions. Moral obligation presupposing an obligation to perform an act because that act fulfills one? s code of conduct, cultural dictates, religion or professional obligations, These are in lieu of respect, integrity, equality, trust, service, honesty and fairness. On the other hand by Deontologism, it implies an end or good which lies both in the duty, spiritual dictates tradition and conventions of society (Gonsalves, 1989). Teacher performance in Busiro County, Wakiso District is observed to be going down. Muzaale (2008) reports that there is poor performance of secondary teachers in Busiro County, Wakiso District which is reflected in the poor results of the students they are teaching. Nakabugo (2008) reports on the poor performance of teachers that is as a result of their late coming to school thus leading to students missing their morning lessons, having little time for consultation and obtaining poor grades. She attributes this poor performance to teachers? absenting themselves from schools and hardly giving monthly tests and continuous assignments to students. The same author has further asserts that most head teachers are never in offices to execute their duties; defilement rate by some teachers is at its pick and use of vulgar language before students in class. Emojong, (2008) Miti (2008) reports that teachers do not give exercises to students, teachers miss classes without strong reasons and are irregular at school. The district reports 2006, 2007, and 2008 also reveal that there is persistent poor performance in examinations, staff turnover and students? indiscipline. 1. 2 Statement of the problem Teacher performance is looked at as one of the ways in which academic excellence in schools can be enhanced, motivates students to work hard, reflects teachers? competence and brings 7 out teachers as agents of social change (Manana, 2005). Unfortunately, Nampa (2006) comments that the performance of teachers has sunk, and Wakiso district reports (2007) and Waiswa (2009) comment that students are often left without being given class work, they are defiled, teachers absent themselves from school duties, come late and leave early and head teachers are hardly seen in their offices executing their duties. This failure to fully embrace their duties is breeding several negative results such as low and poor academic performance, student indiscipline, and student turn-over. In turn, this is affecting teachers? adherence to their code of conduct, their attitude towards the core values of the code of conduct, their dedication, willingness, voluntarism, belongingness, cooperation, excitement and pride. If the current situation is not urgently addressed, it may increase immorality that may eventually paralyze the profession of teachers. While several sources such as news articles and education stakeholders are reporting a decline in teachers? performance in different parts of the country, none is looking at teachers? professionalism as a likely factor that may be playing a major role. This concern therefore drives the researcher to examine how teacher professionalism influences teachers? performance in Busiro County secondary schools, Wakiso District. 1. 3 Purpose The purpose of the study was to establish the influence of teachers? professionalism on teacher performance in Busiro County secondary schools, Wakiso District. 1. 4 Objectives The study aimed at achieving the following specific objectives; 1. To establish the relationship between the teachers? code of conduct and teachers? performance in Busiro County, secondary schools, Wakiso District. 8 2. To establish the relationship between teachers? commitment in terms of planning, assessment, and teaching and teachers? performance in Busiro County secondary schools in, Wakiso District. 3. To find out the perception of teachers towards the teachers? code of conduct in Busiro County, secondary schools, Wakiso District 1. 5A Research Questions The study was guided by the following research questions: 1. How does the teachers? code of conduct contribute to teacher performance in Busiro County secondary schools, Wakiso District? 2. How does teachers? commitment in terms of planning, assessment, and teaching contribute to teacher performance in Busiro County secondary schools, Wakiso District? 3. What is the teachers? perception of the teachers? code of conduct in Busiro County secondary schools, Wakiso District? 1. 5B Research Hypotheses 1. The teachers? code of conduct has a positive relationship with teacher performance in Busiro County secondary schools, Wakiso District. 2. Teachers? commitment in terms of planning, assessment, and teaching a positive relationship with District. 3. Teachers? perception of the teachers? code of conduct affects teacher performance in Busiro County secondary schools, Wakiso District. teacher performance in Busiro County secondary schools, Wakiso. 9 1. 6 Scope of the study The study was carried out in Wakiso District, Busiro County secondary schools. It focused on establishing how the teachers code of conduct, commitment influence teacher performance, and teachers? perception of the teachers? code of conduct. The District is bordered with Luwero District in the North, Mukono District in the West, Kalangala District in the South, Kampala District in the South-West, Mubende District in the East, and Kiboga District in the North-East (See Appendix VII). The study focused on the core values of the code of conduct, attitude of teachers towards the core teacher values and commitment. For teacher performance, the study focused on planning, teaching and assessment. The respondents targeted were head teachers, deputy head teachers, classroom teachers, and heads of disciplinary committees, local government and education officials in charge of teachers and members of the Boards of Governors (BOGs). 1. 7 Significance of the study. The study was to be of help to a number of people namely: the Ministry of Education and Sports (MoES), District Educational Officials, BOG, teachers, head teachers, and other related stakeholders. The MoES officials and district education officials it was hoped were to benefit from the study findings in a number of ways namely: they will have benchmarks for the effective and efficient supervision of their teachers, put in place counseling services, repost and punish misguide teachers exposed by these findings and hence improve the quality of teachers and education. 10 The members of the Board of Governors will realize the importance of teacher professionalism in enhancing teacher performance and hence put measures in place that will help teachers love and respect their profession all of which will help gloom professionally responsible teachers. It was also hoped that the study would draw teachers?  .

Library System Essay Example for Free

Library System Essay Library System is an enterprise resource planning system for a library, used to track items owned, orders made, bills paid, and patrons who have borrowed. Prior to computerization, library tasks were performed manually and independently from one another. Selectors ordered materials with ordering slips, cataloguers manually catalogued items and indexed them with the card catalog system, fines were collected by local bailiffs, and users signed books out manually, indicating their name on cue cards which were then kept at the circulation desk. Early mechanization came in 1936, when the University of Texas began using a punch card system to manage library circulation. While the punch card system allowed for more efficient tracking of loans, library services were far from being integrated, and no other library task was affected by this change. Following this, the next big innovation came with the advent of MARC standards in the 1960s which coincided with the growth of computer technologies – library automation was born. Now, in our society all over the world technology is the most important advancement, a necessity in bringing about progress as we move along in this computerized world. These changes in effect make man’s life easier and more convenient. The relationship between the library and computer is constantly changing that the use of computer contributes to the way man learns and communicates. It easy in this world to strive for changes and since library is no different from any firm and institution, considering the use of computer to perform a given task will be efficient. Librarians have the responsibility not only to know about the ways in which libraries will be managed using techniques of computerized, but also to be aware of the changes that computerized can bring to the library services in the ne ar future.(Grace, 2011) And as of today our Library System in PUP-Ragay is still operated manually. Manual operating systems are vulnerable to human error. For instance, a librarian who misfiles a borrowers records or indexes a book incorrectly slows down the process and wastes employees time, it’s also slow to operate. Instead of using a computer to issue and take back books, locating and updating a card index is slow and laborious. Manual systems are unable to store large amounts of data efficiently. With manual systems staffs spend a lot of their time on mechanical, clerical  tasks rather than liaising with library visitors. Manual systems in libraries struggle to cope with the recent explosion in information requests, many of them about online resources. Manual systems find it hard to cope with the volume of borrowers inquiries about books and research information. On a simple level, locating a precise book within the local library system is time-consuming without a linked computer network. On another level, meeting an inquiry about a precise online resource becomes almost impossible. According to Robson (2001), usability is a key requirement for users, says Elisabeth Robson, Product manager for Online Computer Library Center. The catalogue has become a way to pull together disparate resources, including commercial resources and web links. management systems also allow circulation, including check in/check out and enable libraries to purchase materials and track where they are. In the 1980s, to relieve overcrowding in existing on-campus library buildings, the UC system constructed two regional library facilities: the Northern Regional Library Facility at UC Berkeleys Richmond Field Station (opened 1982), and the Southern Regional Library Facility on the western edge of the UCLA campus (opened 1987). As of 2007, Northern Regional Library Facility is home to 4.7 million volumes, while SRLF is home to 5.7 million. Each facility receives items from all UC campuses in its respective region of the state, and has climate controls and high-density stacks. Items are shelved two deep and are arranged in a sequence that results in efficient use of space (but is not quite as intuitive as traditional library indexing systems). As a result, casual browsing is prohibited, and the shelves are accessible only by library clerks trained to retrieve and put back items properly. Users must page materials to an on-site reading room or to a library at their home campus. Today, Information Technology (IT) has changed the world massively. (examples include reading our emails and news online using neither paper nor pen, communicating with instant messengers and Voice Over Internet Protocol (VOIP) while not sending letters or going to call centers, watching video or TV shows online without renting / buying of physical DVDs, ordering and purchasing products online from around the world without traveling, and as one of the more recent developments, some minor surgical procedures can be performed without the presence of doctors). And even all the businesses are shifting to computer based system. All of this motivated us to play our  own part in supporting the PUP-Ragay Library in our effort to improve efficiency and quality of the services and reduce the sort of problems and difficulties which accompany the old system. This project is concerned with developing a System using Advance Programming. This System will provide a computer based library system with higher speed, accuracy and efficiency. It should be mentioned that such a system would be replicable and could be easily implemented in other school libraries and public libraries, once it has been successfully installed in PUP-Ragay. Statement of the Problem The problems with the current library system of PUP-Ragay Library are the following: The current system is too complicated as said by the user.  The current system is too slow for processes Scope and Limitation of the Study Scope: The scope of this project is to make a library system that will meet the general and specific objectives and are the following: (a) The proposed system will be used in borrowing, returning and recording of books of PUP-Ragay Library. (b) The proposed system will be having a single application that includes circulation, cataloging and inventory. (c) The proposed system can print the books recorded in the inventory. (d) The proposed system will be having a single username and password. (e) The proposed system may also be used to manage the inventory of PUP-Ragay Library. (f) The proposed system will be displaying a record of past and present borrowers that may be used for future references. (g) The proposed system can create multiple user accounts. (h) The proposed system will be using Visual Basic 6 programming language in making the proposal system. Limitation: The proposed system will be limited to the following: (a) The proposed system will not be using barcode scanner. (b) The proposed system will not be displaying any late returned books with  penalties but will still display a message that the book was returned. (c) The proposed system will not be generating accession number for the books. Theoretical/Conceptual Framework Theoretically, the main purpose of the proposed system is to create an efficient fast and reliable Library System of PUP-Ragay Campus. Conceptual framework paradigm will present to you like input, process and output of the system that will show the great difference between existing system to the proposed system.

Evaluation of Burberrys Market Position

Evaluation of Burberrys Market Position Critically evaluate Burberrys market position relative to that of its competitors. What has been the impact on their position in choosing Emma Watson for their latest advertising campaigns ? Burberry : Finds a position among the Top Ten Luxury Apparel Brands and Emma Watson proves to be a catalyst . Burberry is a iconic brand best known for its â€Å"Britishness† , in recent years has undergone a image overhaul having been described as ‘an outdated business with a fashion cachet of almost zero by leading fashion analysts in 1998 (Finch and May, 1998). By 1997, the annual profits of Burberry had gone to  £25 million from  £62 million (Moore, C., Birtwistle, G., 2004) . Over past few years, Burberry has become in themselves the sign of reinventing and extending product lines to adapt to the taste of times.â€Å" Our objective was to distil what the Burberry brand stood for and determine how to make it relevant for todays consumer† Bravo stated (Alderman, 2002). However, changes focused on brand repositioning turned revenues of  £427.8 million in 2001 into  £715.5 million in 2005 (Burberry Group, 2005). Burberry adopted a strategy to create a market position to explain its growth and extend the customer base by offering â€Å"Accessible Luxury† when most other brands were struggling to acquire a broader clientele. Burberry repositioned themselves and opened a flagship store on Bon Street in London (Moore, C., Birtwistle, G., 2004) placing it store among Gucci, Versace, Prada and Chanel. Approximately, Burberry operates in the global luxury sector to about  £145bn (Burberry Plc, 2009c). Jaeger recently bought Aquascutum and the annual turnover for both brands together was  £300m. Whereas, Burberrys current capital is about  £ 2.1bn. Burberry is considered among the top ten luxury brands. Burberrys competitors differ through its categories and price ranges or diffusion lines. Burberry is positioned between Polo Ralph Lauren and Armani considering apparel and Coach and Gucci for Accessories. Giorgio Armani, Coach, Donna Karan, Escada, Gucci, Max Mara, Polo Ralph Lauren, To ds, Hermes, LVMH, PPR, Prada, Chanel and Richemont are a few among Burberrys competitors (Burberry Plc,2009c). However, even after the recession hit Burberry has achieved to increase sales up to  £1,202m by 31st march 2009. In 2008/09 there was a sales increase through retail by 14%, 2% in wholesale and 9% decline in licensing which contributed to overall 7% revenue increase from the previous year (Burberry Plc,2009a). Comparing with the market Burberry Prorsum competes with Armani Black Label, Gucci and Prada. Burberry London Women is placed between Armani Collezioni and Ralph Lauren. Burberry London Men is between the gap of Zegna and Ralph Lauren. Tommy Hilfiger, Armani Jeans and Polo Jeans are the competitors for Thomas Burberry. Most of the Japanese brands like Ozoc, Michel Klein are a tough competition to Burberry Blue while Paul Smith competes with Burberry Black. In recent years Burberry has expanded its product lines which helped to improve on brand standing and growth. Many other fashion brands are following the same strategy to stand the competition like Armani extension into Armani Casa, Armani hotels etc. According to the top 15 luxury brands listed by Interbrand (2009) Burberry is eleventh in the list and among top ten if only apparel brands are considered. Also, comparing the brand values for the year 2008 and 2009, it can be concluded that competitors brand values declined. Only Hermes managed to get a 1% increase in their brand value AND Polo Ralph Lauren is not listed among top 15. Most of the brands managed to climb the ladder on global ranks, Burberry achieved 98th rank in top 100 global brands 2009. The market brand position of Burberry in terms of valuation can be compared through below segments : †¢ European Apparel Brands: companies like Escada, Hugo Boss, HM and Benetton are competitors in terms of product mix and the business model. Though few companies work on lower price range, few brands are tough to compete in terms of the value they offer to consumers. †¢ US Apparel Brands: Polo Ralph Lauren, Tommy Hilfiger competes on basis of product mix and has more mature business. †¢ Luxury Goods Brands: brands like Hermes, Coach, LVMH, Tods . Performing better than competitors and beating analyst expectations, Burberry sales rose by 4.6 % to  £ 343m by September. Share price for Burberry doubled during the past year providing a good defense against competitors. Its market position is mainly in the fashion oriented mature sectors focusing on ready to wear and some accessories peers. Burberry continually tries to consider the cost effectiveness in maintaining the quality and enhance the product while trying to achieve competitive pricing and improving efficiency in sourcing the goods. Even in recession it continues expansion in other markets, for instance the launching kidswear store in US. Also, tailoring the merchandise mix according to the climate to attract more customers, some products are displayed only in selected stores for instance, the New York store provides service for customized trench coat, Beverley hill store contains light weight products etc. Comparing revenues below, 33% of non-apparel to 67% of apparel is a correct balance for a brand to display its products and innovations to provide their customers a wide variety. Where brands like Armani, Channel and Polo Ralph Lauren gain most revenues through apparel while others like Coach depend on the accessories. Burberry trench coats were worn by Hollywood stars like Humprey Bogart in Casablanca, Peter Sellers in The Pink Panther (Jackson and Shaw 2009, p.77).Burberry strongly believes that marketing and management are very critical to its success hence, it focuses on coverage in Editorials, advertising, fashion shows both domestically and internationally and has a website, twice yearly ad campaigns focusing on leading lifestyle and fashion publications and fashion shows in Milan. In order to reflect the essence of the brand ,create brand awareness and sustain brands aura, Luxury brands often feature models, celebrities or famous personalitys as they help wield an enormous power in fashion circles and help in making up or destroying a brand. Burberry uses a lot of images of London to represent it English lifestyle with a British celebrity. Burberry had renowned personalities like Stella Tenant, Rachel Weisz, Agyness Deyn, Lily Donaldson and Kate Moss endorsing the brand. Kate Moss was the most popular and high profile face Burberry had. While, other celebrities like Jerry Hall, Nicole Appleton, Jarvis Cocker and Beckhams also contributed. The beautiful, elegant Emma Watson â€Å"the Harry Potter ‘actress, a leading style icon is the new face of Burberry. Advertising campaign images of Burberry featuring Emma Watson as the face of Burberry were unveiled on 9th Jun 2009. Chistopher Bailey ( Burberrys Creative Director) who said â€Å"Having known and admired the lovely Emma Watson for some time, she was the obvious choice for this campaign†. â€Å"Emma has a classic beauty, a great character and a modern edge. Her charm, intellect and brilliant sense of fun made the whole shoot feel like a picnic on the Thames† he added.( Craik, L. ,2009). The advertising campaign was shot by renowned fashion photographer Mario Testino in Westminster, central London which is the global Headquarter of Burberry and directed by Bailey who considered Watson to strong enough and came up with the idea of presenting only girl surrounded by the young Cool British guys. The images in this campaign capture Watson wearing the classic trench coat looking winsome, accompanied by male models Tom Guinness, Charlie France and Douglas Booth. The images represent the rich history associated with the brand as well as the modernity of Burberry which emphasises on the beauty, timelessness and strength of the brand noteworthy at present. Emma Watson has been globally very popular due to her Harry Porter movies for years now. Watsons popularity and appeal as a leading style icon she has a huge fan following, which the brand uses to target a new young set of customer. Watsons high profile catwalk at the London fashion week in September 2009, helped the company to raise its profile in UK .It can also be assumed that the new ad campaign helped the brand to attract more customer base and resulting in sales increase which is evident from the sales figures for 2009. Burberry mentioned the increase in the second quarter sales climbing from 4.6pc to  £343m.Finacial Analyst and business advisors have forecasted that the tax profits will increase towards  £190m ( Hall, J. 2009) The linkage of Emma Watson as the face of Burberry has also helped the brand to increase the sales of handbags and pull on scarves called snoods. The analysts were proposed rise in the profits due to the increase in sales which helped Burberry to beat the market expectations in second quarter of financial year .However, It seems to a bit risky decision for Burberry as she is bound to get a bit older. To conclude, Burberry is an example of complex channel and distribution for luxury fashion ( Moore and Birtwistle, 2004 ) and proved its potential to be a tough competitor by making positive growth of brand value even when economic scenario is not very supportive. Burberrys decision of choosing Emma Watson for their ad Campaigns has proved beneficial for them to increase sales and profits, also, she reflects the same charm and personality as the brand. However, brand understands that the real task is to implement effective strategies in business that can develop and manage a brand. It is not only celebrity that brings success to the brands. Burberry proves to be approachable as the products not only have good aesthetics but also due to durability, functional and practical proving to be inclusive yet offering friendly prices. This results in higher brand value and brand appreciation. REFERENCES: Alderman, E. 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Luxury Goods. Lex Column ( 2009 )The Financial Times, 21 November 2009, pp 24. Main Movers ( 2009) ,The Independent ( London, England) ,10 December 2009, p.52. Malem Wendy (2008) Practitioner Paper Fashion designers as business: London, Journal of Fashion Marketing and Management ,Vol. 12 No. 3, pp. 398-414. Milligan ,L. ( 2009) Emma Watson Exclusive. Vogue.com [Internet] > 12 june 2009. Available from Moore, C. and Fernie, J. (2004), â€Å"Retailing within an international context†, in Bruce, M., Moore, C. And Birtwistle, G. (Eds), International Retail Marketing; A Case Study Approach, Elsevier Butterworth-Heinemann, Oxford, pp. 3-37. Moore, C. and Birtwistle, G. (2004), ‘‘The Burberry business model: creating an international luxury brand, International Journal of Retail Distribution Management, Vol. 32 No. 8, pp. 412-22, ISSN 0959-0552. Neumier, M. (2006) The Brand Gap. United States of America: AIGA. Okonkwo, U. (2007) Luxury Fashion Branding. Hampshire : Palgrave Macmillan, pp.15-25, 30-37, 132-67, 173-78, 227, 260, 278-83, 310 ONeill, L. (2009) From Hogwarts to Burberry: Actress Emma Watson graduating into high fashion as new face of label. NYDaily News.com [Internet] 9 June 2009. Available from Accessed on 17 December 2009. Pringle, H. (2004) Celebrity Sells. India :John Wiley Sons ,LTd. Satherley, J. ( 2009) Emma Watson unveiled as Burberry Babe [ Internet] 9 June 2009. Available from ile:///C:/Users/Admin/Desktop/burberry/research/Emma%20Watson%20unveiled%20as%20Burberry%20babe%20%20%20Metro.co.uk.htm> . Accessed on 16 December 2009.. Vine, S. ( 2009) Coppy Emma Watsons Burberry Look. The Times-TimesOnline [Internet] 10 June 2009. Available From Accessed on 17 December 2009. Werdigier, J. ( 2009) Burberry Looks Online for Ways to Gain Customers. The New York times-Global Business [Internet] 9 November 2009. Available from . Accessed on 12 December 2009. IMAGE REFERENCES : Image No. 1: Burberry previous ad campaigns by Koko Royle ( 2009) Burberry Handbags resist the chav scandal [Online Image]. Available from [ Accessed on 29 December 2009]. Image No. 2 : Rosie Huntington and Sam Riley in Burberry Fall 2008 Ad Campaign by Foster, K. ( 2008) Rosie Huntington-Whitley for Burberry autmn/winter 2008-9- revealed [Online Image].Available from [Accessed on 14 December 2009]. Image No. 3 : David Victoria Beckham for Emporio Armani by Jane, Tina ( 2009 ) Celebrities for Luxury Brands09 Ad Campaign [Online Image]. Available from .[Accessed on 14 December 2009]. Image No. 4 : Madonna for Louis Vuitton by AmyGrindhouse ( 2009) David Victoria Beckham Armani Fall 2009 Ads [Online Image], 2 July 2009. Available from [Accessed on 14 December 2009]. Image No. 5 : Emma Watson For Burberry- Autumn/Winter 09 Campaign at Burberry Plc ( 2009) About Burberry- Ad Campaign [Online image].Available from . [Accessed on 17 December 2009] Image No. 6 : Burberry Spring/Summer 2010 Ad Campaign for Burberry Prorsum at Burberry Plc ( 2009) About Burberry-Introducing Spring/Summer 2010 [Online Image]. Available from .[ Accessed on 29 December 2009] Image No. 7: Burberry Spring/Summer 2010 Ad Campaign for Burberry Prorsum featuring Emma Watson at Burberry Plc ( 2009) About Burberry-Introducing Spring/Summer 2010 [Online Image]. Available from .[ Accessed on 29 December 2009] Image No. 8: Burberry London ad campaign for Spring/ Summer 2010 at Burberry Plc ( 2009) About Burberry-Introducing Spring/Summer 2010 [Online Image]. Available from .[ Accessed on 29 December 2009] Image No. 9: Emma Watson for Burberry Brit Spring /Summer 2010 Ad campaignat Burberry Plc ( 2009) About Burberry-Introducing Spring/Summer 2010 [Online Image]. Available from .[ Accessed on 29 December 2009]

BLACK DEATH :: essays research papers

There have been many killers in the history of the world. There have been serial killers, there have been murders. But none of them can compare to these two killers. Aids and The Bubonic Plague(The Black Death) They have been the worse killers because when they strike, we have no way of curing them. Both of these diseases are fatal. There is no cure for them. That is what makes these two so frightening and scary. We have no idea where these two epidemics came from, there have been stipulation but no single person can say where they originated or who or what brought either of the two. Eventually the Bubonic plague stopped after claiming 1/4 of Europe's population. Unfortunately Aids does not look like it will die down any time soon. These diseases have been the worse killers of our time. But there are some similarities between the two.   Ã‚  Ã‚  Ã‚  Ã‚  The Black Death(Bubonic Plague) began in Central Asia in the 14th century in the mid-1300's. It was said to have lasted over 400 years. Its symptoms were the swelling of the armpits and other areas of the body, mostly the groin and the neck, another symptom would be rings around your cheeks, the main symptom was black patches around the skin caused by bleeding around the buboes(swollen lymph glands). About one fourth of Europe died within a few years after the Plague was introduced to Europe in 1347. Europe wasn't the only place to be hit with the Plague. The Far East was also affected by it to, though not as severe as Europe was. Many scientists and people believe that rats and other rodents brought the epidemic to Europe. Most Epidemics are most likely to occur when rats live closely with humans in areas where there is poverty with poor sanitation and that also share an environment with wild rodents that have plague bacteria. The bubonic Plague eventually came t o an end. It ended for many different reasons. Seasonal or weather changes can greatly affect the survival of the rodent host or fleas. Measures were also taken to control rodents and fleas, sanitation measures were also taken along with the use of antibiotics to prevent the disease. When the Bubonic Plague first came to Europe nobody knew what to do. The affects that it had on Europe was tremendous. Entire villages and cities were taken out by the plague. BLACK DEATH :: essays research papers There have been many killers in the history of the world. There have been serial killers, there have been murders. But none of them can compare to these two killers. Aids and The Bubonic Plague(The Black Death) They have been the worse killers because when they strike, we have no way of curing them. Both of these diseases are fatal. There is no cure for them. That is what makes these two so frightening and scary. We have no idea where these two epidemics came from, there have been stipulation but no single person can say where they originated or who or what brought either of the two. Eventually the Bubonic plague stopped after claiming 1/4 of Europe's population. Unfortunately Aids does not look like it will die down any time soon. These diseases have been the worse killers of our time. But there are some similarities between the two.   Ã‚  Ã‚  Ã‚  Ã‚  The Black Death(Bubonic Plague) began in Central Asia in the 14th century in the mid-1300's. It was said to have lasted over 400 years. Its symptoms were the swelling of the armpits and other areas of the body, mostly the groin and the neck, another symptom would be rings around your cheeks, the main symptom was black patches around the skin caused by bleeding around the buboes(swollen lymph glands). About one fourth of Europe died within a few years after the Plague was introduced to Europe in 1347. Europe wasn't the only place to be hit with the Plague. The Far East was also affected by it to, though not as severe as Europe was. Many scientists and people believe that rats and other rodents brought the epidemic to Europe. Most Epidemics are most likely to occur when rats live closely with humans in areas where there is poverty with poor sanitation and that also share an environment with wild rodents that have plague bacteria. The bubonic Plague eventually came t o an end. It ended for many different reasons. Seasonal or weather changes can greatly affect the survival of the rodent host or fleas. Measures were also taken to control rodents and fleas, sanitation measures were also taken along with the use of antibiotics to prevent the disease. When the Bubonic Plague first came to Europe nobody knew what to do. The affects that it had on Europe was tremendous. Entire villages and cities were taken out by the plague.

Rat Race :: essays research papers

Ah, â€Å"the rat race†. A term used so often to describe the frantic way of living people are in to gain success. It’s also something our economy thrives off of. You wouldn’t think so, but it’s true. That’s why I chose it to be my essay topic. It’s that need to get to work in the morning to spend yet another day kissing butt and working like a dog so maybe just maybe you’ll be able to have enough money to live on. Until of course you’re on your way home and see the cutest little thing in the store window and that little voice in your head says, â€Å"oh darling it’s simply perfect, you’ve just got to have it†. That voice gets everyone into trouble doesn’t it? The picture on the cover of this report describes â€Å"the rat race† perfectly. Our world is a never-ending cycle of earning and spending. (I’m sorry if I offend the smart ones who actually SAVE money). Our economy prospers from stupid spending. Eighty-dollar jeans here, one hundred and fifty dollar sneakers there. Things that were thought of as luxuries before have now become necessities. Cell phone, beepers, these are now things people need rather than would like to have. Economic status is now based superficially. â€Å"Oh look they have a Rolex and a suit and a cell phone, they must be rich†! In case no one noticed, everyone and there mother has a cell phone these day whether they can afford it or not, the suit is probably a cheap knock of some famous designer and the â€Å"Rolex† is probably one of those â€Å"ten dollar ten dollar† deals. But since people look at us by what we have more than anything else, we feel the need to buy more things. So we earn money to buy things we don’t need just so we have the appearance of being well off. That’s everyone’s goal these days, to be well of. But you know what it’s good that people are this dumb. Know why? Our economy wouldn’t be able to live without it. In the picture, you see the rats(a.k.a. us) running through a maze (a.k.a. Life) you see the sign saying â€Å"Happiness is just around the corner†. No matter where the rats are happiness is just around the corner. But to get to â€Å"happiness† what has to be done? Well first you’ve got to work harder.

Applied Concept Paper: Critical Thinking Structures for Business Ethics Essay

Executive Summary The purpose of this paper is to demonstrate my understanding of the previously mentioned fundamental concepts and capability in order to relate them to the actual business world through applications of my critical thinking skills. Key concepts such as ethics, social responsibility, whistle-blowers, sustainability, stakeholders, and environmental stewardship are mentioned in Chapters 3 and 4 of (Wheelen, 2012). This paper discusses recent articles regarding ethics in the Atlanta Public School Systems, a violation of the code of ethics by the former HealthSouth CFO back in 2010, and Wal-Mart’s latest ethics controversy. In addition, this paper targets important concepts such as social responsibility, sustainability; environmental stewardship and how they affect the stakeholders of Patagonia Clothing Company, Carlportland, U.S Silica and Lucky Stone Company. These companies have proven themselves to be in the forefront of sustainability initiatives through their everyday practice s. From this research, I learned that adhering to the Code of Ethics in the business world is important on many levels. It guides all managerial decisions, creating a common framework upon which all decisions are founded. In order for companies to fully meet their social responsibility, they should have in place a process to integrate social, environmental, ethical and human rights concerns into their business operations and core strategy. Furthermore, the concept of sustainability has come to the vanguard of the global understanding that economics, environmental health and human well-being are interconnected. This ultimately demonstrates that generating high-quality products in a responsible way increases brand reputation, competitive advantage, and most importantly financial success. Abstracts * Investigation into APS Cheating Finds Unethical Behavior Across Every level This article talks about how across the Atlanta Public School system (APS), staff members worked in secret to cheat on testing results. The report accuses top district officials along with school teachers and administrators, of wrongdoing which had been happening for years. In some schools, cheating became a routine, a part of administrative duties during the annual state examinations. It grew into an organized crime of falsifying test results for children who could not score high enough to meet the district’s self-imposed goals. In addition, Beverly Hall, former superintendent, and her top aides, lied to top investigators, destroyed and altered public records, tampered with information, and misled police to avoid taking responsibly for their unethical behaviors. This resulted in a culture of fear, intimidation, and retaliation in the APS. * Former Health South CFO Talks to Business Students About Wo rkplace Ethics This article discusses the ethical challenges that many CFOs face in the workplace. Aaron Beam, former HealthSouth CFO, served prison time for forging the company’s finances and breaking the code of ethics. Beam warned students of the ethical dangers in today’s workforce. He mentioned why accountants and CFOs get trapped into lying, and feel intimidated by their superiors. In this article, Bean touches on many important points, such as, how money changes people, how having more personal possessions does not guarantee happiness, and most importantly, how we need to stand by our principles and ethics all the time. After spending three months in the Montgomery jail, Beam learned his lesson; he wrote a book, opened a lawn service business, and decided to share his experience with business students in universities across the nation. * Wal-Mart’s Ethics Controversy This article debates how an employee ended up jobless after following the Wal-Mart ethics guidelines. Chalace Epley Lowry started working for Wal-Mart in January of 2006, and after a few days at the job, she witnessed unethical behavior from the VP of her department. Lowry suspected that Ms. Williams, the VP of Corporate Communications might have traded inside information about the company’s stock. She questioned it and filed a formal complaint with her immediate supervisor; she thought that it was the honorable thing to do. In return, her identity got disclosed to the offender, making it uncomfortable in her position since Mona Williams was effectively her boss. Also, she got a lower performance review, and when she complained, she was told to find another job. * Patagonia: Blueprint for Green Business The above article is the story of how Patagonia, an outdoor-clothing and equipment firm, and its founder, Yvon Chouinard, took his passion for the outdoors and turned into a successful business. By conducting business in a non-traditional way, Chouinard created a company with a different outdoor style that makes $270 million in yearly revenues. This organization is among one of the first in America to provide onsite daycare, as well as both maternity and paternity leave, and flextime. Patagonia reuses materials, questions growth, ignores fashion, makes goods that last, and discontinues profitable products. With a laidback atmosphere for employees, its production is at full capacity. Mr. Chouinard’s biggest dream is to turn Patagonia into a totally sustainable, ECO friendly company, where people enjoy coming to work, and he can sleep well at night. * Pursuing Sustainability Business Initiatives, a Large Business In this article, the National Stone, Sand and Gravel Association (NSSGA) recognizes their large producers’ member companies, which are pursuing sustainability initiatives through their everyday practices. The first one, CalPortland Company, one of the major producers of Portland cement, has been pursuing environmental stewardship for years. The second one, Lucky Stone Company, one of the largest family-owned and operated aggregates companies in the U.S, has an excellent environmental reputation. And the third one, U.S. Silica, is a leading producer of industrial minerals which recently adopted a formal sustainability policy. This article also emphasizes what these companies have in common and highlights the benefits companies will obtain by making sustainable decisions now. Concepts Ethics is defined by the textbook as the consensually accepted standards of behavior for an occupation, a trade, or a profession. There is no worldwide standard of conduct for business people. This is especially true given the global nature of business activities. Cultural norms and values vary between countries, ethnics groups and even among geographic regions (Wheelen, 2012). A Code of ethics specifies how an organization expects its employees to behave while on the job. â€Å"A code of ethics, (1) clarifies company expectations of employees conduct in various situations and (2) makes clear that the company expects its people to recognize the ethical dimensions in decisions and actions.† (Wheelen, 2012). Whistle-blowers are defined by the author of the textbook as those employees who report illegal or unethical behavior on the part of others. Even though the Sarbanes-Oxley Act forbids firms from retaliating against anyone reporting unethical acts, 82% of those who uncovered fraud reported being ostracized, demoted or pressure to quit (Wheelen, 2012). The concept of Social Responsibility as it is explained in the textbook proposes that a private corporation has responsibilities towards the society that extend beyond making a profit. Many business people have agreed upon the main responsibilities of a business, which are Economic, Legal and Ethical. Being socially responsible does provide a firm a more positive overall reputation (Wheelen, 2012). Sustainability may include more than just ecological concerns and the natural environment. It can also include economic and social aspects. In the business environment, in order for a firm to be sustainable, it must be successful over a long period of time; and it must satisfy all of its economic, legal, ethical, and discretionary responsibilities (Wheelen, 2012). Stakeholders are a large group of people with interest in a business organization’s activities. This group gets affected by the achievements or failures of the firm’s objectives (Wheelen, 2012). Some examples of Key Stakeholders are: creditors, directors, employees, government agencies, shareholders, suppliers, unions, and the community where the business operates. Environmental Stewardship refers to responsible use and protection of the natural environment through conservation and sustainable practices. Environmental stewardship defined in simple terms as â€Å"dealing with man’s relation to land and to the animals and plants which grow upon it† (Leopold, 2013). Analysis The article about the APS unethical practices touches on one important concept: Ethics. For years the Atlanta School District produced gains on state curriculum test by cheating on student’s exams. Years of misconduct took place at all levels of the organization, from the top of the chain of command to the Superintendent’s office. The cheating prevented many struggling students from getting the extra help they needed (Vogell, 2011). It also created an atmosphere of stress and deception among school employees. Top investigators in the case came up with three possible reasons that cheating flourished in APS. 1. The district set unrealistic goals, and pensions and raises were based on the test results. 2. Because the target test results rose every time the school reached the goal, the pressure rose. Cheating was, therefore, the only way to obtain the results. 3. The top officials refused to accept responsibility. However, I disagree with those three reasons. Just because g oals are unattainable, that does not mean we have to act unethically. Once the cheating started, it could not be stopped. It collapsed on itself, as lying usually does. If top leaders refused to take responsibility, it was their choice. We, as individuals, have to be responsible for our own actions. Teachers are responsible for helping students become better members of society; this includes teaching them good citizenship skills. There are always grey areas in professional codes of ethics because there are many areas that are subjective. Personal integrity and honesty are required by all who agree to follow a code of ethics. If an educator observes someone practicing unethical behavior, it is his/her duty to report such behavior through the proper administrative channels. In the article that talks about the former CFO of HealthSouth, Aaron Beam, he warned students about the ethical challenges that are in the workplace. I especially enjoyed this article because it touches an important subject, the code of ethics. Even the most ethically-aware professionals find their standards challenged on a daily basis . As accountants, part of the code is to represent the public interest, and sometimes that may mean putting it ahead of the company’s interest. As a CFO, that duty is heightened. In addition, the first people employees look to are the CEO and CFO to see if they have a real commitment to ethics. If they behave unethically, employees are likely to do so as well. A respectable CFO must be able to stand up to his/her boss with integrity and to speak unpleasant truths when necessary. Not only can inappropriate behavior lead to compliance failures, fraud, and theft, but the consequences can adversely affect employee morale and the firm’s reputation. An ethical framework is built by making the right choices in the little things. â€Å"Integrity is doing the right thing, even if nobody is watching† (annonymus). In the third article about Wal-Mart, we see an employee who is following the company’s code of ethics and acts as a Whistle-blower when she suspected an unethical act was committed by her department head. It is important to note that â€Å"Wal-Mart prides itself on having one of the strictest and most st ringent ethics policies in the retail industry† (Gogoi, 2007). However, that was not true in this case. Instead of rewarding Ms. Lowrey for such a heroic act, her identity got exposed, and she was encouraged to find another job within the company in 90 days. She even experienced a lower performance evaluation after the incident. She felt disappointed to see the way an ethics complaint was handled by a corporation like Wal-Mart. Most of Wal-Mart scandals are perpetuated by a culture of silence. Rather than addressing the concerns that are affecting workers across the country, Wal-Mart has attempted to silence those who speak out for changes that would help the company, workers, and the community. As front line Wal-Mart workers are facing hardships, the company is making almost $16 billion a year in profits. Meanwhile, the Walton Family (heirs to the Wal-Mart fortune), are the richest family in the country. All of this has taken a toll on Wal-Mart’s image. Some people will not shop at Wal-Mart because they do not want to support a company t hat they perceive is unfair to its workers. Reading about Patagonia got my attention, since I have purchased their outdoor products without really knowing the company’s history. This unique business is conducted upside down and inside out. Decades before recycling became a common practice, Patagonia was already reusing materials. The company’s founder believed in putting the Earth first, by attaining sustainable practices, while making unbelievable profits ($270 million in revenues yearly). This company would not release toxins into rivers or chase endless growth. All of Patagonia’s products are produced with the highest level of quality and manufactured in the most socially responsible way. Patagonia became the first company in California to use renewable sources, like wind and solar energy, to power all its buildings and one of the first to print catalogs on recycled paper. With a payroll of 350 employees, the boss greets them by name. At the sweatshops facility, workers overlook a playground of the comp any’s day care facility. The people that works there are anything but slackers: â€Å"it was impressive to see how involved in sustainability their employees are,† said Matt Kristle, a senior vice president of Sam’s Club (Casey, 2007). In addition, the owners agree to keep Patagonia privately held and say no to anything that may compromise their values. Also, a good portion of the company’s profits is being donated to grass roots organizations, $26 million since 1985. As a company, all of the stakeholders are really committed to doing the right thing. That is why Patagonia serves as a blueprint for future businesses that want to follow this path. In the last article I chose, there are three companies within the same industry that pursue sustainability initiatives through their everyday practices. They all agree that environmental stewardship and social responsibility can interact to increase stakeholder value as well as shareholder value, (Schlett, 2011). U.S Silica, CalPortland and Luck y Stone voluntarily assist their communities in resolving the issues that affect them. For example, CalPortland, does material donations for the City of DuPont’s war memorial. Lucky Stone collaborates with the James River Association to create a spawning reef for the endangered Atlantic sturgeon species. U.S. Silica’s effort to protect an endangered turtle species near Pennsylvania plant is admirable, as well as helping feed local homeless people once a month. By helping their communities to resolve social issues, these companies are helping themselves by increasing brand value and reputation, improving their license to operate, and reducing their risks. Conforming to environmental laws is not enough anymore. Consequently, pursing environmental stewardship elevates an organization into the â€Å"Risk Management† category. And that, when implemented together with social responsibility initiatives for greener products and processes, moves the company into the â€Å"Business and Sustainable Development.† A good example of that is that all three companies have been working through their environmental management systems to go beyond compliance by implementing Best Management Practices. By encouraging a culture of environmental and social stewardship, these three large producers are at the forefront of sustainability, and as a result they are recognizing financial and sustainable success. Conclusion After carefully analyzing all the articles, I came to the conclusion that all those concepts are intrinsically related. It is important to understand that business ethics go beyond legal issues. Ethical conduct builds trust among individuals and in business relationships, which validates and promotes confidence between people. One of the principal causes of unethical behavior in organizations today is overly aggressive financial or business objectives. Abusive or intimidating behavior is another of the most common ethical problems for employees. Making ethical choices is sometimes the most difficult thing, especially when the one losing out is you or your business. Yet, for the greater good and the sake of mankind, one has to look at business as well as personal ethics and evaluate them periodically. All professions have a set of values that are the cornerstone of their belief system and the foundation of their practice. A Code of Ethics is important on many levels. It sets the â€Å"tone from the top† of the company’s culture. An effective Code of Ethics establishes the ethical expectations for employees and management alike and sets forth the mechanisms for enforcement and consequences of noncompliance. There are four dimensions of social responsibility: economic, legal, ethical, and voluntary, including philanthropic. Earning profits is the economic foundation of any company, and complying with the law is the next level. However, a business whose sole objective is to maximize profits is not likely to consider its social responsibility, although its activities will probably be legal. Sustainability is the balance between people and the environment. Air, water, and land are all impacted by the behavior and actions of human beings, but these impacts can be controlled. The challenge for companies in the twenty-first century is developing an environmentally responsible strategy that keeps them ahead of the game, helping them maintain an advantageous position in the marketplace. It is not enough to simply check boxes, publish a sustainability report, or reduce waste in factories. Companies must be truly innovative in terms of how they manage their relationship with the environment. Works Cited Casey, S. (2007, May 29). Patagonia: Blueprint for Green Business. Retrieved from http://cnnmoney.com. Gogoi, P. (2007, July 13). Wal-Mart’s Latest Ethics Controversy. Retrieved from http://www.Bloomberg Businessweek. Leopold, A. (2013, January 31). Aldo Leopold Quotes. Retrieved from aldoleopold.org: http://www.aldoleopold.org/greenfire/quotes.shtml Schlett, W. (2011). Pursuing Sustainable Business Initiatives, a Large Business. Stone, Sand & Gravel Review , 44-48. Vogell, H. (2011, July 26). Investigation Into APS Cheating Finds Unethical Behavior Across Every Level. Retrieved from http://www.ajc.com. Wheelen, T. L. (2012). Strategic Management and Business Policy: Towards Global Sustainability (13th ed.). Upper Saddle River, NY: Prentice Hall.