چکیده:
The Iranian teacher training system emphasizes the need to include the teacher ethics course in the teacher training curriculum and one of the common courses in all disciplines of Farhangian University is the teacher ethics course with emphasis on Islamic rights and duties. The aim of this study was to investigate the effectiveness of teaching professional ethics on the religious orientation and academic stress of student at Kerman Farhangian University. The research method was quasi-experimental with pre-test-post-test design of the control group. The study population included all students of Kerman Farhangian University in the first semester of 2022. 50 people were selected as the sample by available sampling method and were divided into experimental (n= 25) and control (n= 25) groups accidentally. The experimental group underwent teacher professional ethics training in 8 sessions of 90 minutes and the control group did not receive any intervention. Data collection tools were the religious orientation questionnaire of Sanagouizadeh and Jan Bozorgi (2011) and the academic stress of Sun, Don, Hu and Zhou (2011). Data analysis was performed by descriptive statistics, univariate and multivariate analysis of covariance and SPSS-22 software. The results showed that teacher professional ethics training significantly increased the orientation of religious adherence, decreased the orientation of religious instability and ambivalence and reduced the academic stress of students (P <0.001). The magnitude of this effect based on the amount of
خلاصه ماشینی:
The results showed that teaching teacher professional ethics significantly leads to an increase in religious commitment orientation, a decrease in religious non-commitment orientation and ambivalence, and a decrease in students' academic stress (P < 0.
Various components have been mentioned for professional ethics; including: - Responsibility: The individual is accountable and accepts responsibility for their decisions and their consequences; - Excellence and competitiveness: Always tries to be outstanding, achieves high skill in their profession, and is serious and hardworking; - Honesty: Opposed to hypocrisy and duplicity; - Respect for others: Respects the rights and opinions of others; - Observing social values and norms and respecting them: Holds respect for social values, respects social laws, and does not behave fanatically when encountering other cultures; 145 - Justice and fairness: Is a supporter of truth and has no prejudice in judgment; - Empathy with others: Is compassionate and kind, shares in the sorrows of others, and supports them; - Loyalty: Is committed to performing their duties and is a confidant and trustworthy to others (Kusumaningrum, Sumarsono & Gunawan, 2019).
Descriptive indices of the research variable {Refer to the attached table file} The results of Table 3 showed that in the pre-test stage, the means and standard deviations of the religious orientation variables (commitment, religious non-commitment, and ambivalence) and the academic tenacity of student-teachers in the training group and the control group are identical, but in the post-test stages (after the intervention), a significant difference is observed.
157 Conclusion The aim of this research was to examine and assess the impact of the teacher professional ethics course on the religious orientation and academic stress of student teachers at Farhangian University, Kerman.
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