Middle School Teacher’s Perspectives Regarding School Ethical Climate

Abstract

This study aims to explore the teacher's perception of the ethical climate in their respective schools.The method used in this research is mixed methods sequential explanatory design. The population of this study were teachers who had worked in the four schools for two years. In the first stage, conventional sampling was applied to select four schools in Gamping District, Sleman Regency. In the second phase of the study, Focuss Group Discussion and interviews were involving 24 participants. The results of the study found that teachers perceived positively toward their school ethical climate In terms of each indicator, the highest score was at “teachers are role models for students”, while the lowest score was at “without cheating, students share ideas, class notes, and other materials with their classmates”. It was found that schools had made efforts to build ethical climate through implementing school conduct, personal approach and involving stakeholders. The results of this study suggest to strengthening the consistency of positive behavior of students both inside and outside the classroom, facilitating communication channels to allow students provide feedback to teachers to be followed up and the emerging needs of improving teacher skills in differentiated learning.