Ethical Dilemmas; An Obstacle to Intellectual liberty of Teachers

Abstract

Background: Depending on their convictions or judgments, and different societal agendas, teachers encounter problems about educational principles and actions throughout their teaching careers. Course monitoring, as part of a teacher's beliefs and practices, is one of the most prevalent sources of conflict for teachers during the course of their careers. The current study aims to find and identify the difficulties faced by the teachers from rural areas of Karachi-Pakistan in the teaching process.

Methodology: The questions were asked to the teachers who participated in this study using a realistic, selective sampling technique. The questions were asked through semi-structured interviews with each teacher. Statistical analysis was done using the inductive method.

Results: Participants have indicated the dilemma and its types that they are experiencing with regard to intra-personal relationship with students, way of teaching and behavioral issues.

Conclusion: A more concise information of ethical competency could equip teachers with a comprehensive understanding of ethics as well as a framework for resurrecting school communities in which they can study the ethical implications of all aspects of education.