Abstract
The study examined the ethical sensitivity of Finnish teachers ( 𝑁 = 8 6 4 ) using a 28-item Ethical Sensitivity Scale Questionnaire (ESSQ). The psychometric qualities of this instrument were analyzed, as were the differences in self-reported ethical sensitivity between practicing and student teachers and teachers of different subjects. The results showed that the psychometric qualities of the ESSQ were satisfactory and enabled the use of an explorative factor analysis. All Finnish teachers rated their level of ethical sensitivity as high, which indicates that they had internalized the ethical professionalism of teaching. However, practicing teachers’ assessments were higher than student teachers’. Moreover, science as a subject was associated with lower self-ratings of ethical sensitivity.
Highlights
The Finnish education system endeavors to support the development of the whole person rather than only the cognitive domain [1]
Practicing teachers rated statistically significantly higher their ability to read and express emotions (t(655, 294) = −2.306, p = .021, η2 = .01) (MPracticing teacher = 3.7, Student M (SD) = 0.6; MStudent teacher = 3.6, SD = 0.7) and rated themselves more able to take the perspectives of others (t(862) = −2.578, p = .010, η2 = .01) (MPracticing teacher = 4.2, SD = 0.5; MStudent teacher = 4.1, SD = 0.5) (Table 3). Even though these results show that the practicing teachers rated their ethical sensitivity higher than the student teachers did, it should be noted that the effect sizes are small and there are no differences between practicing and student teachers regarding the five other dimensions of ethical sensitivity
The present study investigated the 28-item Ethical Sensitivity Scale Questionnaire (ESSQ) and tested its psychometric properties with a sample of 864 Finnish teachers as well as student teachers at the beginning of their studies (60% and 40%, resp.)
Summary
The Finnish education system endeavors to support the development of the whole person rather than only the cognitive domain [1]. This challenges Finnish teacher education to educate teachers to see their role as holistic and with clear educational purposes [2]. The requirement for teaching is a master’s degree in a given field and both a theoretical and practical approach to teaching. This teachers’ knowledge includes skills in ethical reflection on teaching as well as ethical competence in intercultural encounters
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