Analysis of the application of professional ethics dimensions of Yazd University faculty members and their role in students' academic motivation

Document Type : Original Article

Author

PhD Student in Business Management-Organizational Behavior and Human Resource Management, Yazd University, Yazd, Iran

Abstract

Objective: The purpose of this study was to investigate the application of professional ethics dimensions of faculty members of Yazd University and their role in students' academic motivation.
Methods: This research is applied in terms of purpose and descriptive correlational in terms of method. The statistical population consists of students of Yazd University who were selected based on the calculated sample size of three hundred and eighty-five people through the available sampling method.  In order to collect data, the researcher made questionnaire of professional ethics and the standard questionnaire of academic attitudes were used, that their validity was confirmed by content validity and construct validity, and their reliability was confirmed by Cronbach's alpha and composite reliability. Data analysis was performed by one-way t-test in SPSS and structural equation modeling using Amos software.
 Results: The results showed that the level of professional ethics of faculty members is above average. Among the dimensions of professional ethics, the lowest average was related to the observance of justice, which is below average, but it also had the highest average after the issue of communication with the student.  Testing the hypotheses showed that among the dimensions of professional ethics, observing justice has the greatest effect on students ‘academic motivation, while the effect of observing rules and regulations on students' motivation was not confirmed.
Conclusion: Adherence to professional ethics by faculty members can be an important factor in increasing students' academic motivation. Therefore, faculty members should pay attention to maintaining and promoting professional ethics.

Keywords

References

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Higher Education Letter
Volume 14, Issue 54
September 2021
Pages 65-84

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