Assignment 1

SURNAMES and S.F Ngubane

INITIALS 224805470

MODULE CODE PSF 206P

LECTURER Dr RC Kupa
GROUP DA
SUBMISSION DATE 24 April 2025
DECLARATION

I declare hereby that this is my own work and not the work of anyone else.

I understand what plagiarism is and the rules of Tshwane University of

Technology

regarding plagiarism. I understand that I will receive a mark of 0% should I

copy any

section/part/sentence etc. from any source be it books, the internet or any

other relevant

source.

Signature :Mr S.F Ngubane

Date:24 April 2025

Research Paper: Competent Teaching and Ethical Behavior in
Education

1. Key Qualities of a Competent Teacher

A competent teacher is the cornerstone of any learning environment. To

effectively support their students’ learning and development, teachers
need to have a variety of qualities, according to research and
educational standards. The following are eight crucial traits of a
successful teacher:

1.1 Subject-Matter Knowledge

Knowing the Subject :A good teacher must know a lot about the
subject they are teaching. Both theoretical understanding and
an understanding of the topic's real-world applicability are
included in this. In what ways does it promote effective
teaching and learning? It is easier for subject-matter specialists
to provide students with correct information, answer their
questions with assurance, and encourage a deep understanding
of the subject area. This feature encourages student
engagement and learning by ensuring that appropriate and
relevant information is presented to students. A case study in
the classroom A scientific teacher who can explain
photosynthesis in detail while also illustrating it with real-world
examples, such plant growth or experiments, makes the lecture
more engaging and relevant.
1.2 Effective Communication Capabilities
Definition/Explanation: Teachers must communicate effectively
and clearly with students, parents, and colleagues. This
includes being able to explain complex ideas in simple,
understandable language, as well as communicating verbally
and nonverbally. How Effective Teaching and Learning Are
Facilitated: Effective teacher-student communication increases
the likelihood of pupils understanding instructions, learning
objectives, and work requirements. It encourages involvement
and free discussion in the classroom, resulting in a healthy
learning atmosphere. Classroom Example: When the teacher
utilizes clear, simple language and probes for understanding,
every student will pay attention during the session.
1.3 Classroom Management

Creating and maintaining an environment that minimizes

disruptions and promotes student learning is known as
classroom management. This means that clear rules, traditions,
and expectations for behavior must be established. The ways in
which it promotes effective teaching and learning Good
classroom management allows for focused, uninterrupted
instruction, allowing all students to engage in the learning
process. A well-managed classroom also creates a polite,
positive atmosphere. A classroom example would be: Teachers
can help students stay focused in class and prevent distractions
that could hinder learning by setting clear expectations for
behavior and praising good behavior.
1.4 Emotional Intelligence

The ability of a teacher to identify, comprehend, and control both their

own and their students' emotions is known as emotional intelligence.
How it Facilitates Efficient Instruction and Learning: A helpful
learning environment where students feel appreciated and understood is
facilitated by emotional intelligence, which cultivates positive interactions
with pupils. In the classroom, this raises motivation and involvement.
Example in the Classroom: When a teacher sees that a student is sad
and takes the time to check in with them, providing a safe space or
support, they are exhibiting emotional intelligence and making the kid
feel more comfortable in the classroom.

1.5 Flexibility
Adaptability is the capacity of a teacher to adjust their lesson
plans and content in response to shifting student needs,
classroom dynamics, and unforeseen challenges.

How It Promotes Effective Teaching and Learning: A

flexible educator can modify their teaching strategies to better
suit a variety of learning styles, ensuring that every student has
an equal opportunity to succeed despite challenges.

Example in the classroom:When a teacher notices that some

students are unable to understand theoretical explanations,
they adjust the lesson plan to add visual aids or hands-on
exercises. This shows flexibility and ensures that learning needs
are met.

1.6 Commitment to Continuous Learning

A competent teacher demonstrates their dedication to their

own professional development through reflection, interaction
with new research, and ongoing education. How It Promotes
Effective Teaching and Learning: By staying up to date with
the latest advancements in education, pedagogy, and subject
matter, teachers can enhance both their own teaching methods
and student outcomes.
For example: a teacher who regularly attends professional
development seminars or collaborates with peers to share
resources and techniques to enhance their teaching is
beneficial to both the instructor and the students.
1.7 High Standards
Definition/Explanation: Teachers that hold all of their
students to realistic yet high standards encourage them to
strive for excellence and believe in their own skills, which in
turn helps them develop a growth mindset. The ways in which it
promotes effective teaching and learning High expectations
motivate students to achieve academic success by challenging
them to venture beyond their comfort zones, fostering
resilience, and motivating them to produce their best work.
classroom example would be: Giving students increasingly
complex assignments and the appropriate support helps them
develop critical thinking skills and the courage to tackle difficult
challenges.
1.8 Cooperation and Teamwork
Definition/Explanation: Skilled educators work hands to hands
with parents, administrators, and other educators to enhance
the educational experiences of children. Working together
promotes the sharing of ideas and resources. The ways in which
it promotes effective teaching and learning A more thorough
and integrated approach to student learning can be provided by
teachers collaborating to draw on a range of perspectives and
areas of expertise.

A classroom example would be: Regularly meeting with

other educators to discuss cross-curricular strategies or student
success can help teachers utilize more effective, well-
coordinated teaching approaches that enhance student
learning.

2. Unethical Behavior in Schools

2.2 Copying
Taking someone else's ideas, research, or work as one's own without
properly referencing them is called plagiarism.
The Reason It Is Unethical Academic dishonesty, such as plagiarism,
violates intellectual property rights and public confidence in the
educational system.
Practical Strategy: By teaching students about appropriate citation
styles, the negative effects of plagiarism, and the use of plagiarism
detection tools, educators may encourage academic integrity.

2.3 Discrimination

Discrimination occurs when students are treated differently due to their

gender, race, religion, disability, or other characteristics.

Reason why it’s unethical:Discrimination can create a toxic or

unfriendly learning environment and violates the ethical principles of
equality and fairness.

Practical Strategy: Teachers should strive to create an inclusive

classroom environment in which all students feel valued and respected,
as well as receive equality, and inclusion training.

2.4 Abuse of Power.

Abuse of authority occurs when a teacher, usually through pressure or

intimidation, uses their position to influence or manipulate students for
their own benefit.
The Reason It Is Unethical Abuse of power betrays a lack of trust and
is unethical. Students may suffer psychologically and emotionally as a
result.
Practical Strategy: Schools should establish explicit codes of behaviour
and regularly train instructors in ethics, with a focus on professional
boundaries and respect.

2.5 Plagiarising in Exams

Any dishonest behaviour, such as stealing from another student, utilising
unapproved materials, or fabricating findings, is considered cheating on
tests.
The Reason It Is Unethical Cheating diminishes student
accomplishment and compromises the integrity of the educational
process. It encourages dishonesty and gives someone an unfair
advantage.
Practical Strategy: By outlining academic integrity standards in detail
and putting tactics like oral exams and a variety of testing forms into
practice, teachers may promote an honest culture.

Conclusion

Importance of Teacher Competence and Ethical Behavior

In order to create a learning atmosphere where students feel

appreciated, respected, and inspired to succeed, teachers must be
competent and behave ethically. While ethical behaviour guarantees
justice, trust, and a secure, encouraging learning environment,
competent teachers deliver excellent education that caters to the various
requirements of their students. For students to succeed and for schools
to promote an environment of integrity and respect, these attributes are
essential.

Supporting Teacher Competence and Ethical Behavior

Schools and teacher education programs can prioritise reflective

practices, mentorship, and continuous professional development to
enhance teacher competency. Programs that give educators the skills
and information they need to keep improving their instruction are crucial
to upholding high educational standards.

To ensure that aspiring teachers have the skills to deal with challenging
ethical and professional challenges in the classroom, teacher education
programs must emphasize the importance of ethical behavior and
incorporate ethics training into their curricula.

Finally, by emphasizing teacher competency and moral conduct,

schools can ensure a learning environment in which both students and
teachers can thrive.
References

1.Hativa, N. (2013) ‘The impact of teacher knowledge on

student learning’

2.Journal of Educational Research, 106(4), pp. 304-314.

3.Gravett, S. & Petersen, N. (2017) ‘Becoming a teacher:

Student teachers reflect on teaching practice’, in
Loughran,

4. J. & Hamilton, M.L. (eds.) International Handbook of

Teacher Education. Springer, pp. 361-385.