Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 Secondary school teachers code of ethics in Ethiopia: Implications for policy and practice Kindu Ayechew Ayenalem*1, Samuel Getnet Abate2, Habtamu Reta Ayalew3, and Jemberu Arega Mengesha3, *1 Department of Educational Planning and Management, College of Education, University of Gondar, Ethiopia (Corresponding Author) ORCID: http://orcid.org/00000-0002-0254-957X Institutional email: Kindu.Ayichew@uog.edu.et, P.O. Box: 196 Mail: ayechew.k@gmail.com 2 Department of Adult Education and Community Development, College of Education, University of Gondar ORCID: http://orcid.org/0000-0002-5379-353X Institutional email: Samuel.Getnet@uog.edu.et, Mail: smlgetnet@gmail.com 3 Assistant Professor in Educational Planning and Management, University of Gondar ORCID: http://orcid.org/0000-0002-5451-6542 Mail: habtamureta2018@gmail.com, aregajemberu@yahoo.com Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 Abstract This study investigated the implementation level of teachers’ code of ethics in secondary schools in Ethiopia. We employed a descriptive survey research design with quantitative and qualitative approaches to achieve the objective of the study. The study participants were 404 teachers, 289 students, 10 principals, and 5 district education experts, selected using stratified random, quota, comprehensive and purposive sampling techniques consecutively. We collected the data via questionnaires and interviews; we analyzed it quantitatively, using descriptive statistics, percentage, frequency, mean, and standard deviation and inferential statistics, independent samples t-test and qualitatively using thematic analysis technique with verbal narration. Our findings indicate that teachers implemented the code of ethics regarding students, colleagues and the teaching profession at a higher level; however, their commitment was low to the parents and the community domain. The study also revealed that gender, age, and teaching experience affected the implementation level teachers’ code of ethics in the three dimensions. we recommend the concerned bodies to pay due attention for ethics courses in the initial teacher training; design and implement different mechanisms that can escalate teachers intrinsic motivation and commitment to their code of ethics; frame understandable, detailed, and executable code of ethics, and institutionalize continuous community awareness program about teachers and the teaching profession as it will help teachers to maintain their interest and commitment to their profession and thereby to their code of ethics. Keywords: Code of ethics, Ethiopia, practice, policy, secondary schools, teaching profession Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 1. Introduction Ethical issues are central in the teaching career, and therefore, the appropriate practice of teacher code of ethics is compulsory and crucial to support all the learners (Purevjav, Molnar & Davaadorj, 2017). However, its implementation at the global level indicates that teachers’ code of conduct varies between low and high-level practices. For example, some studies confirm that primary and secondary school teachers are highly committed to practicing their codes of ethics (Al-Hothali, 2018; Mabagala, Wanderi, Mwisukha & Muindi, 2012; Mwesiga & Philipkireti, 2018; Ou, 2014). However, other research evidence reveals the meager practice of code of ethics (Helterbran, 2008; Mkumbo; 2012; Mfaume & Bilinga, 2017; Nuland, 2009; Sawhney, 2015), which attributed to many causative factors that include low salaries and remuneration, poor living and working conditions, influence of science and technology, lack of professional knowledge, poor government and community attitudes for teachers, low level of self-control, disloyalty to the profession, lack of knowledge of the code of ethics, lack of interest in the teaching profession and infrequent supervision and inspections of schools (Al-Hothali, 2018; Mfaume & Bilinga, 2017; Mkumbo, 2012). In Ethiopia, some documents indicate that the government pays due attention to the teaching profession, teachers and their professional code of ethics. The government puts a professional code of ethics in the policy as one of its most significant components required from teachers (Ministry of Education [MoE], 1994) and stipulated that it will serve as a criterion in teacher recruitment, selection, professional development, and career progression (MoE, 2002; 2020). The government also designs different strategies not only to increase the knowledge and pedagogical skills but also to enhance the professional ethics of the teachers. For example, strategies that include ensuring favorable working conditions, implementing competence and performance-based career progression, providing adequate and continuous incentives and benefits, organizing a nationwide award ceremony for model teachers, and ensuring teacher professional development and support system to succeed: (a) improved living conditions for teachers; (b) increased esteem of teachers and the teaching profession by the community; (c) attraction of competent students toward the teaching profession; (d) encouragement of the deserving teachers and weed out inept one; (e) high-level of teacher satisfaction, motivation, competency, and commitment (MoE, 1994; 2002; 2020). This indicates that the Ethiopian Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 government provides a high policy and strategy-wise emphasis to teachers in general and their code of ethics in particular. As evidence, the government believes that ethically-minded teachers with a good professional competency can minimize the gap between poor and good quality education by maximizing the benefits of learning for every child (MoE, 2002; 2010; 2015). However, beyond the policy and strategy focuses, adequate information is not available on the status of the practice of teachers’ code of ethics in Ethiopian schools. Of course, the Ministry of Education has indicated that teachers are not as committed to professional ethics as desired, their effort to assist students is low (MoE, 2008 cited in Aweke et al, 2017). Other national evidences do not directly show the compliance level of teachers to their code of ethics other than a few hints to logically guess the issue. For example, a survey by the Ministry of Education and a study on Post Graduate Diploma in Teaching (PGDT) trainees indicate that teachers lack interest in their profession; they work with poor motivation and waste much instructional time; and 70% of teachers want to leave teaching if given an equivalently paid job option (Aweke, 2015; Koye, 2014; MoE, 2018; 2020). In addition, there are two recent studies related to teachers’ codes: the first deals with professional development and code of ethics of higher education institution teachers (Mohammed, 2020) and the second is about primary and secondary school teachers' perception of code of ethics and the impact on their professionalism (Daniel & Sapo, 2020). However, they do not show the implementation in our context. Moreover, as far as the researchers’ experience is concerned, continuous complain is heard from students, parents, the community and educational experts as if teachers do not perform their duties desirably. The scant research gap coupled with unverified experiences triggered the researchers to conduct this study on the status of teachers’ code of ethics in secondary schools of Amhara Region, Ethiopia to: 1. Examine the extent secondary school teachers implement their code of ethics in the specified three dimensions. 2. Determine whether a significant difference is observed among teachers in implementing a code of ethics based on gender, age, level of qualifications, and teaching experience. Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 2. Review of related literature Concept of teacher code of ethics Various professions have work ethics or ethical standards to maintain public trust/institutional integrity and/or to guide practitioners in how they execute their professional responsibilities. The term ethics derived from the Greek word ‘Ethos’ to mean custom and character is a comprehensive concept; it integrates the theoretical and applied ethics branches. The theoretical aspect embraces normative, descriptive, and meta-ethics parts, while applied ethics deals with professional ethics (Gülcan, 2015). Professional ethics in everyday dialog is often linked with the code of ethics; nevertheless, the former is a much broader concept that comprises an entire range of behavior apart from the formally prescribed conduct listed in the form of the code of ethics (Trošelj & Ivkovic, 2016). In this paper, we used the teachers' code of ethics and teachers' professional code of ethics interchangeably. There might be unwritten rules for appropriate conduct in any community (O'Neill & Bourke, 2010). But, in this study, teachers' code of ethics refers to those prescribed norms, values, principles, rules, regulations, and standards governing teachers' professional conduct within their profession in general and regarding students, colleagues, parents, and the community in particular (Afifi, 2005; Ayeni, 2011; Gilman, 2005). Teachers’ associations or the occupational regulatory body commonly prepare professional codes that a teacher accepts concerning relationships with all stakeholders (O’Neill & Bourke, 2010). It also refers to morally correct, honorable, and acceptable teacher conduct with several purposes under consideration (Nuland, 2009; Omisore & Adeleke, 2015). Purpose of the teacher code of ethics Professional ethics is very essential to make the human relationship sacred, worthy, fruitful and productive (Jayamma & Sumangala, 2012). Engaged in the most ethically demanding job, teachers must relentlessly adhere to their code of ethics as they have the mandate to transfer knowledge, skills, and values (Nabukenya, 2010; Sawhney, 2015). Considering this, the code of ethics in the teaching profession has numerous interrelated purposes. Review of literature on the area indicates that teachers’ code of ethics has a number of purposes and functions including but not limited to: 1) safeguarding students, colleagues, administrators, and other stakeholders of teachers from undesirable behaviors or actions; 2) guiding teachers to focus on doing the right Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 things in their professional effort; 3) serving for the education community and the wider public to inform their understanding about and expectations of the teaching profession; 4) contributing to ensure the prestige of the teaching profession as codes of ethics in the profession are considered as one hallmark of a profession; 5) creating and maintaining professional identity through the explicit statement of the core purposes, vital ethical principles, the kinds of conduct required, and the types of qualities expected of people who belong to this profession and; 6) becoming a legal standing or professional regulation that requires teachers to adhere to the code and used for disciplinary purposes in cases of misconduct (Gilman, 2005; Maxwell, 2017; The Teaching Council [TTC], 2016). Generally, teachers’ code of ethics serves as a means to reinforce public trust to the profession and guide teachers to be ‘good’ in their professional conduct (Ida, 2017; Maxwell, 2017; Ministry of Education and Employment [MoEaE], 2012; O’Neill & Bourke, 2010). Although the elements that constitute good teachers vary across different nations and individuals due to social, economic, and demographic factors (Ida, 2017), scholars agree that professional ethics is one of the essential item (Ida, 2017; Peterson & Arthur, 2021; Trošelj & Ivkovic, 2016). With other professionalism components, high-level professional ethics, which comprises teachers’ ethical behavior like honesty, fairness, self-command, being exemplary, punctuality, socially positive, and responsibility enables teacher to become good (Ida, 2017; Nuland, 2009). It also serves as a sound rationale to naming teachers as professionals: when teachers correctly practice a code of ethics, they are described as members of a profession; otherwise, like that of the technician (Elliott, 1989 as cited in Peterson & Arthur, 2021). The status of teachers’ code of ethics The existing literature indicates mixed results about the status of teachers' code of ethics concerning the given attention as a significant element and the actual level of its practice. Evidence shows that the code of ethics for teachers is a crucial and sensitive issue (Purevjav, Molnar & Davaadorj, 2017), which draws due attention to the vast majority of work on teacher ethics over the last 30 years (Campbell, 2008). With this better attention, teachers should possess a good measure of professional ethics such as self-understanding, psychological awareness, professional commitment, and insight to ensure effective teaching and learning processes (Kunter et al., 2013). However, some instances indicate that the teaching codes have not given an appropriate level of focus compared with other careers. It occurs during the development, Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 incorporation, and implementation of ethical standards for various professions from the past to this moment. For example, work on professional ethics in education for teachers began in the 1980s, lagged behind two decades compared to a serious discussion of professional ethics for medical, law, and business schools in the 1960s. Later on, ethics courses and codes were developed for teachers on the basis of other professions but failed to gain traction in teacher education programs. A recent review confirms that 9% of teacher education programs offer ethics courses as program requirements or electives, compared with 71% of the businesses, 60% of nursing, and 51% of social work programs out of 156 colleges and universities (Glanzer & Ream, 2007). The evidence indicates that educational programs provide lower attention to ethics than other professional schools. As ethical codes are central in the teaching job, their apt practice is vital to support learners. However, the implementation of teachers’ code of conduct at the global level indicates various levels of practices. Studies in different countries show that primary and secondary school teachers are compliant with their code of ethics and implement it at medium and higher levels of practice. Teachers implemented the various dimensions of their code of ethics that focus on students, parents, and the community at a high-level (Al-Hothali, 2018; Mabagala, Wanderi, Mwisukha & Muindi, 2012; Mwesiga & Philipkireti, 2018; Ou, 2014). In contrast, other research findings reveal the poor practice of code of ethics by teachers; they fail to report duty for no reason, drunk while on duty, and have sexual relationships with their clients (Helterbran, 2008; Nuland, 2009; Sawhney, 2015). For instance, Mkumbo (2012) in Tanzanian secondary schools confirm that the teachers' commitment to the teaching profession and the practice of their code of ethics are devastatingly low. In the same context, other researchers show a high-level of professional ethics malpractice, absenteeism, abusive and violent teacher behavior, and sexual harassment are the most prevalent forms of teachers’ malpractices in secondary schools (Mfaume & Bilinga, 2017). Components/dimensions of the teachers’ code of ethics The dimensions used to measure teachers' code of ethics vary across countries. For example, in Ireland, the teachers' code of ethics emphasizes six aspects/dimensions: professional values and relationships, integrity, conduct, practice, professional development, collegiality, and collaboration (TTC, 2016). In Malta, the code insists teachers to maintain trust in the teaching Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 profession, have professional relationships with students, respect the uniqueness and diversity of students, work collaboratively with colleagues, parents, guardians, caregivers, act honestly and with integrity, and update their professional knowledge and practice (MoEE, 2012). Likewise, various researchers also provide different focuses and examine many aspects of teachers' code of ethics. For instance, Ozbek (2007) looked at the teachers' code from three domains, professionalism, responsibility, honesty, and respect; whereas, with a similar number of dimensions, Mwesiga and Philipkireti (2012) examined the teachers' code of ethics in terms of the commitment to the teaching profession, students and to achieving excellence. Thoker (2017) investigated the practices of teachers' code in the dimensions of honesty and integrity, transparency and confidentiality, respect toward students and society, and high quality of teaching. In China, Ou (2014) explored the compliance level of teachers to their codes in the aspects of students, parents, colleagues, school, and society. Al-hothali (2018) considered teachers' performance, relationship with students, community, and family as ethical dimensions. Mabagala et al. (2012) framed their study and surveyed the compliance level of teachers to their codes in terms of professionalism, responsibility to students, care and respect, integrity and honesty. Such scenarios confirm that except some overlaps, examination and conceptualization of teachers' code of ethics is subject to different classification of dimensions/aspects. 3. Conceptual framework Considering the review result, we conceptualized our study to observe the practice of secondary school teachers' code of ethics with three dimensions depicted in the left part of Figure 1 Responsibility to the students Responsibility to colleagues and the teaching profession The practice of teachers’ code of ethics Independent variables Sex Age Qualification Experience Responsibility to parents and the community Figure.1: Conceptual Framework (Researchers, 2022) Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 We also try to examine whether independent variables such as gender, age, teaching experience, and level of qualifications influence the practice of teachers' codes or not (see Figure 1, on the right part). The National Council for Teacher Education in India has developed a code of professional ethics guidelines that mainly focuses on teachers' obligations toward students, parents and community/society, the teaching profession, and colleagues (Sawhney, 2015). Our conceptual framework concedes with the Indian teachers' guidelines to their code of conduct though it varies slightly in the contents stipulated under each ethical dimension. Content-wise, we framed our conceptual framework on the ideas of Oliva (1997) and Vashit (2005), who incorporates three domains. The teachers' responsibility to the students' dimension entails giving due consideration to the students' welfare; personal development, fostering their honesty, integrity, and considerate behavior; acting with justice; recognizing individual differences and acknowledging diversity; protecting students from conditions harmful to learning or health and safety, and refrain from unintentionally expose the student to embarrassment or disparagement to the extent of not using professional relationships with students for private advantage. Teachers' duty to colleagues and the teaching profession, on the other hand, incorporates ethical codes that focus on the following: respecting the professional standing and opinions of colleagues; helping in all possible ways of junior colleagues and those in training; accepting the authority of senior professionals while retaining the right to express professional opinions; recognizing an obligation to advance the professional growth; and distinguishing the requirement to improve the effectiveness as a teacher. The responsibility of teachers regarding the parents and community encompasses teachers' commitment to consult with parents on the welfare and academic progress of students, encourage parents to actively participate, and act within the community in a manner that enhances the prestige of the teaching profession. In addition to this, previous studies indicate that independent variables such as gender, age, experience, and educational levels influence the practice of teachers' code of ethics (Mabagala et al., 2012; Mwesiga & Philipkireti, 2012; Ou, 2014; Ozbek, 2007; Thoker, 2017). 4. Methods and materials 4.1. Research design The researchers used a descriptive survey design with quantitative and qualitative research approaches. The descriptive design helps understand existing facts, behavior, and situations of a Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 given phenomenon and the practice of events in larger entities (Gray, 2004; Leary, 2001; Kothari, 2004). A mixed research approach is vital for a better understanding of the research problem than any other approach (Creswell, 2009; 2012). It is appropriate to eliminate the weakness of a single approach or when the quantitative or qualitative approach is inadequate to provide the best understanding of the problem (Creswell, 2009; Dornyei, 2007). 4.2. Population, sample, and sampling techniques The target population of this study was public secondary school teachers, students, principals, and district education experts who worked in four randomly selected zones of Amhara regional state, Ethiopia, namely: Central, north, west, and south Gondar zones. We communicated with the leaders of the four zonal education departments by phone to obtain the number of schools and participants in the zones. The researchers selected 22 sample schools from 127 secondary schools proportionally using a simple random sampling technique. We employed a stratified random sampling technique to select 421 samples from 9005 teachers (male =6085, female =2920). We determined the sample size of participant teachers using Yamane (1967) formula;n = ( ) = ( . ) = 382.98 ≈ 383 where n= sample size, N= Population, e = sample error by taking a 95% confidence interval. The researchers also selected 22 principals through a comprehensive sampling technique from the 22 secondary schools. Ten district education experts selected purposively participated in the study (Singh, 2006). Three hundred students, approximately 14 samples selected using quota sampling from each of the 22 schools participated in the study. We added 10% of the sample of teachers to accommodate non-response or non-sense-filled data. However, data collectors unintentionally reduced the percentage of female teachers and students during data collection as they distributed more questionnaires to males. Despite this case, 421 (324 male and 97 female) teachers and 300 (193 male and 107 female) students participated in the study. 4.3. Data collection tools The researchers used two data collection instruments to collect quantitative and qualitative data from the sample teachers, students, principals, and education experts. We used a questionnaire to gather data from teachers and students; questionnaires are relatively easy to use, inexpensive, Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 most plausible alternative for measuring unobservable constructs such as attitudes, values, preferences, intention, personalities, and suitable to collect data from large numbers of participants (Moorman & Podsakoff, 1992; Tharenou, Donohue & Coper, 2007). The questionnaire comprised 18 items (17 close-ended and one open-ended) used to measure the extent of implementation of teachers’ code of ethics under three dimensions, teachers' code of ethics about (students =8, colleagues and the teaching profession =5, and parents and the community =4 items). The first eight items related to students' dimensions were filled both by teachers and students; items in the other two aspects were administered only to teachers. To ensure the quality of the questionnaire –reliability, and validity of items, we followed six fundamental stages: (1) identifying the first thought of the items from the literature (2) formulation of the first draft of the questionnaire, (3) checking face validity of the questionnaire, (4) pre-test the questionnaire, (5) piloting the questionnaire, and (6) adoption of the questionnaire. To avoid communication barriers, we translated the items into Amharic, the native language of the participants and piloted on 40 teachers, the Cronbach α analysis yielded the reliability coefficient, α = .89. The internal consistency is thus appropriate to measure the intended objectives (Cohen, Manion & Morrison, 2007). We distributed the questionnaire to 421 teachers and 300 students, 404 (95.9%) questionnaires from the teachers, and 289 (96.3%) of them by the students were completed and used for the data analysis. The researchers also conducted a semi-structured interview with 22 principals and 10 district education experts. Interviews are well suited to: (1) have both quantitative and qualitative data; (2) see the topic from the perspective of the interviewee; and (3) collect data from fewer sample sizes (King, 1994). The researchers held the interviews using three semi-structured interview guide items with those groups of participants in the Amharic language and applied audio-recording for all cases. However, we excluded the data collected from 12 principals and five experts during the data analysis partly due to data saturation, ten principals and four experts, and partly because of the wrong transcription, two principals and one expert. Hence, we used the data gathered from 10 principals and 5 district education experts during the data analysis. 4.4. Data Analysis Techniques We analyzed the data both quantitatively and qualitatively. The researchers analyzed the quantitative using frequency, percentage, mean, standard deviation, and independent sample t- Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 test to measure the implementation level and determine significant differences of the teachers’ code of ethics in the three dimensions considering the specified independent variables. We analyzed the qualitative data using thematic analysis technique with verbal narration after conducting transcription, coding, and theme/s development. We formatted the questionnaire items with five-point Likert scales: 1= very low, 2= low 3= medium, 4= high, and 5= very high. But, during the data analysis and interpretation, the responses in 'very low' and 'low' scales, were summarized as 'low', and the replay in the 'very high' and 'high' categories were summed up as 'high.’ We interpreted the data analysis by comparing the actual mean with the expected mean, which is 3.00 that denotes a medium implementation level of code of ethics. If the calculated mean was below the expected one (M < 3.00), we inferred it as low, representing a low-level practice of teachers’ code of ethics. But, if it is above the expected mean (M > 3.00), we considered it as high, understood as a high-level implementation of the teachers' code of ethics. However, since mean values may represent crude data, we used frequency counts and percentage scores side by side to avoid this problem. 4.5. Ethical Consideration The researchers considered ethical issues (Creswell, 2007). We informed the participants about the purpose of the study and participated voluntarily during data collection. We also told them the data is used only for research purposes. To keep anonymity, we used codes for participants’ direct quotes (as teacher 1, 2, 3 for teachers, student 1, 2, 3 for students, principal 1 2, 3 for principals, and expert1, 2, 3 for experts throughout the data analysis. 5. Results 5.1.Implementation level of teachers’ professional code of ethics We examined the practice of teachers’ professional code of ethics under the specified three dimensions of code of ethics (see the conceptual framework, Figure 1). We prepared 17 closeended and one open-ended questionnaire items to observe the extent of the practice. The first dimension, items (1 up to 8), intends to measure teachers’ code of conduct related to students. The second dimension includes five questions (9 to 13) on the teachers' code of ethics concerning their colleagues and the teaching profession. The last domain with four items (14 to Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 17) is prepared to observe the teachers’ responsibility to parents and the community. We also prepared a semi-structured interview guide to collect qualitative data pertinent to the above three dimensions. 5.1.1. Teachers’ code of ethics for students In this subsection, we examined the compliance level of teachers’ responsibility to their students. We analyzed the quantitative data using frequency counts, percentage, mean and standard deviation (See annex 1 for frequency and percentage scores). The researchers analyzed the qualitative data thematically through verbal narration. Table 1. The practice of teachers’ code of ethics about students’ dimension Teachers (404) Items M SD I Give primary consideration to the students well being 3.74 1.038 I assist the students in developing his/her ability to work 3.71 .975 I recognize that each child differs in the promotion of their 3.48 1.141 education I do not use professional relationships with students for private 3.97 1.311 advantage I provide learning equally to each student 3.68 1.220 I assist the students in developing his/her whole personality 3.70 .995 I treat all my students impartially 3.79 1.234 I protect the students from conditions harmful to learning, 3.42 1.257 health & safety Average mean 3.69 1.146 Students (N=289) M 3.45 3.40 SD 1.216 1.224 3.21 1.291 4.02 1.298 4.43 3.51 3.66 .977 1.291 1.413 3.30 1.326 3.62 1.254 Table 1 indicates that the mean scores for all items are above the expected mean (M > 3.00) that confirm secondary school teachers had a higher compliance level to their code of ethics regarding the students. However, this does not mean that all items received a high-level response from the participants. For instance, in the case of student participants, the mean scores for the items 3 and 8, M = 3.21 and M = 3.30, are above the expected mean (M > 3.00), which indicates that teachers have a better implementation level of the code of ethics. But, when we consider the frequency/percentage value for the specified items (see Table 1), below half of the student participants, 131(45.3%) and 142(49.1%), indicate that teachers implement their professional code of ethics at a higher level. Despite this, the overall average frequency/percentage values, 251(62.1%) of teachers and 179(62%) of the students reveal that the code of ethics related to Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 students practiced at a higher level. The average mean scores by teachers (M = 3.69; SD = 1.146) and students (M = 3.62; SD = 1.254) also ensure that teachers practice their legal duty of responsibility to students at a higher level. The quantitative data shoes that teachers provide higher consideration to assist students and enhance their personality; recognize the individual variations and provide learning equally to all students by establishing positive professional relationships. The qualitative data offer relatively similar findings regarding the implementation level of the first dimension of the teachers' code of ethics to their students. The data obtained from principals and district education experts with interviews and from teachers and students through openended items of the questionnaires confirm that teachers better implement their code of conduct regarding students according to the following themes: 5.1.1.1. Appropriate teacher-student relationship In the quantitative data in Table 1, for item 4, both teachers and students with the highest mean scores (M = 3.97 and M = 4.02 respectively) reveal that teachers do not use professional relationships with students for private advantage. This shows that teachers do not have an unethical relationship with the students. The qualitative data indicates that few teachers do not have a positive and appropriate relationship with their students. However, as a general observation of participants, the data confirm that secondary school teachers have a good intimacy with their students. An interviewee witnessed that "most of the teachers are ethical, abiding by their professional codes of ethics… and have a good relationship with their students” [Expert 1]. “As my evaluation as a school principal…most teachers maintain a positive and respectful relationship with their students” [Principal 6]. The other participant elaborated on the case: “I can say that almost all teachers interact with their students based on the professional code of ethics. To the best of my experience, we do not face a disciplinary breach among teachers concerning relationships with our students” [Principal 10]. Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 5.1.1.2. Extra support and high expectation for students’ achievement The qualitative data indicates that fewer teachers do not care about their students' success and never want to support needy students [Students 29 & 57]. However, it also confirms that most teachers exert the maximum efforts to realize the highest achievement of their students. Participants noted this as follows: “For me..., almost all teachers are ethical; they employ their maximum energy in the teaching-learning process responsibly to improve the students’ achievement. They engaged in helping all students and providing additional tutorial support to females and low scorers” [Principal 1]. “Teachers provide adequate support for students and involve them in different extracurricular activities and clubs” [Students 1 and 3]. “Most teachers in our school play their role at best to improve the achievement of all students in all subjects” [Student 4]. “Most teachers implement their code of ethics appropriately; they provide due attention whether the students understand the lesson or not” [students 13 & 16]. “As to me..., teachers implement their professional code of ethics at a very high-level because they did everything for us as far as their profession allows” [Student 19]. “All teachers pay special attention to every student’s psychological, social and academic development” [Student 23 ]. “Teachers strive at most and deliver continuous support to all the students to ensure better performance and highest academic achievement by every student” [Principal 10 & Student 58]. 5.1.1.3. Appropriate dressing Professional dressing and wearing style is one of the ethical codes expected from teachers. The qualitative data indicates that most teachers are good exemplars to their students in dressing and wearing styles, professional communication, values, culture, personal hygiene, and dignity. The participants reflected this as: “most teachers use the badge and wear a uniform (gown) while they are in the classroom” [Principal 2]; “most secondary school teachers in our district context are best practitioners in their dressing styles and communication with their students” [Expert 2], and “I can say that almost all teachers in our school are good role models in their dressing, hairstyle, personal dignity, professional culture and values” [Teacher 7]. Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 5.1.1.4. Positive response to the needs of students and impartial treatment It is expected that teachers positively respond to the needs of students and treat them impartially. In this regard, the participants indicate that though few teachers have ignorant and restrictive behavior, most teachers have approachable and considerate behavior toward the needs of students; they provide freedom and treat their students fairly. Student participants assert that “in our school, most teachers allow all the students to ask any question they have and respond to it more positively and appropriately” [Students 34 & 42]. “I understand that the practice of code of ethics is superb at our school because during the teaching-learning and in any assessment practices, teachers look at all students equally and treat us impartially” [Students 28 and 74]. 5.1.1.5. Proper use of instructional time and resources Effective use of instructional time and resources is another area of focus in teachers' professional code of ethics. The qualitative data shows that most teachers are punctual and implement the teaching-learning process based on their plans. However, this does not mean that all teachers respect and effectively use their instructional time as the data also reveals that few teachers missed classes, arrived at the school, and entered the classroom lately. The extract below confirmed the scenario as: “most teachers come to school on time, plan their activities and implement them accordingly” [Principal 7]. “The teachers in our school are punctual; they never miss classes” [Principals 4 & 9]. “Almost all teachers in my school use their time and instructional resources effectively and wisely” [Principal 8]. “Though few teachers enter class lately and sometimes miss the classes” [students 67 & 68], “most of them are very ethical in using the instructional time and school resources” [Student 58]. 5.1.1.6. Abiding by rules and regulations Abiding by different rules and regulations of a given school is expected from teachers as a measure to ensure that they are ethical or not. Here, the qualitative data reflected that teachers are committed to respecting school rules and regulations. To evidence this, an interviewee suggested that “most teachers in our school abide by the rules and regulations” [Principal 2]. The other interviewee also noted that “most of the teachers in my school properly implemented the code of ethics not because of fear of punishment but because they are obedient to the rules and regulations of the school” [Principal 3]. Student participants also share the principals’ idea by Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 stating “most of the teachers obeyed the ethical codes of the school and they implement the professional code of ethics accordingly” [Students 18 & 22]. 5.1.2. Teachers’ code of ethics to their colleagues and the teaching profession In this subpart, we examined the implementation level of teachers' code of ethics to their colleagues and the teaching profession. Table 2. Practice of teachers’ code of ethics for their colleagues and the teaching profession Participant teachers (N = 404) Items Low Medium High M SD I respect the professional standing and 115(28.5%) 118(29.2%) 171(42.3%) 3.21 1.191 opinions of my colleagues I’m ready to help my junior 108(26.7%) 44(10.9%) 252(62.3%) 3.67 1.485 colleagues and those in training I accept the authority of senior 84(20.8%) 145(35.9%) 175(43.3%) 3.32 1.091 professional colleagues I recognize my obligation to improve 108(26.7%) 66(16.3%) 230(56.9%) 3.50 1.371 my effectiveness as a teacher I participate in programs of continual professional growth like in-service 157(38.9%) 91(22.5%) 156(38.6%) 2.94 1.322 training, seminar, conference, etc. Average 114(28.3%) 93(23%) 197(48.7%) 3.33 1.292 Table 2 indicates that the mean scores for almost all the items (except item five, M = 2.94; SD = 1.322) are above the expected mean (3.00). The frequency/percentage values also confirm most participants (except the specified item so far) responded that there was a high-level implementation of the teachers' code of ethics. It implies a high-level of practicing the code of ethics on the part of teachers in respecting the professional standing and opinions of their colleagues; readiness to help junior colleagues and those in training, and accept the authority of senior professional colleagues; and recognition of their obligation to improve their effectiveness as the teaching professionals. However, the data for item five indicates that the teachers’ effort in their continuous professional development during in-service training, seminar, and conference participation was at a low implementation level (M = 2.94; SD = 1.322). Despite this fact, the average frequency/percentage score (197[48.7%]) and mean value (M = 3.33; SD = 1.292) show that teachers’ professional code of ethics regarding the responsibility of their colleagues and the Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 teaching profession implemented at a higher level. However, the qualitative data provide a mixed result according to the following themes: 5.1.2.1. Relationship and support among colleague teachers Teachers need to have a positive professional relationship and mutual support with their colleagues as one element of the professional code of ethics. The data solicited from in-depth interviews yielded different findings: teachers who have a positive interaction and mutual support with their colleagues and those who neither respect nor assist their colleagues. To evidence this, the informants witnessed that “most teachers have a good relationship with their peers while few of them have not such positive relationship with their colleagues” [Expert 1]. “Except some exceptional teachers who neither help others nor want to supported by them, most teachers often support each other with their colleagues” [Expert 2]. Another interviewee also noted that “fewer teachers do not have a good relationship with their professional colleagues” [Principal 3]. “Most of the teachers in my school have due respect for their peers’ ideas, opinions, and personality" [Principal 10], and “there are teachers who devoted their time and effort to help their colleagues and are open-minded to learn from their peers” [principals 6]. 5.1.2.2. Teachers’ interest and respect for their profession As one ethical responsibility, teachers need to have a sincere interest in and due respect for their teaching profession. However, the qualitative data indicates mixed results in this regard. Participants revealed that most teachers are interested in their teaching profession and have appropriate respect for it. Nevertheless, few teachers do not have an interest in and esteem for their teaching career; they mostly associate their profession with extrinsic factors such as material benefits, salary, and other incentives. When they find such benefits unsatisfactory, they develop hate and disrespect for their profession and do not want to do extra school activities without benefits. The following remarks elaborate more on the case: “most of the teachers are loyal to their profession…they love it very well” [Principal 7]. “As I noticed, teachers have greater respect for their teaching job” [principal 6] and “engaged in it with their fullest interest” [Principal 3]. In contrast, “some teachers consider the teaching profession as a bridge, disrespect Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 and dislike it [Principal 6 & Expert 2] and few of them stay in the teaching profession without their real interest” [Teacher 93]. Moreover, an education expert reported that: These days, few teachers join the teaching profession taking it as an alternative career to find employment in other fields of interest. These teachers have hope for employment in teaching by the common saying in Amharic language “ባጣ ባጣ የመምህርነት ቅጥር አላጣ” literally to mean that although I lose a job opportunity in other fields, I will not lose a job in teaching. Teachers who join the teaching profession this way do not appropriately implement the code of ethics because they do not know about the code of ethics from the beginning, and they do not look at teaching as their permanent or lifelong profession [Expert 3]. Teacher respondents reflected the same views for the open-ended items of the questionnaire. For example, one of the respondents suggested …“in my opinion, fewer teachers consider the teaching profession as the only means to get a job and do not give attention while working other than having a job as teaching professionals” [Teacher 116]. 5.1.3. Teachers’ code of ethics about parents and the community In this sub-dimension, we examined the implementation level of teachers’ code of ethics regarding parents and the community. Table 3. Teachers’ responsibility to parents and the community Participant teachers (N=404) Items Low Medium High I recognize the right of a parent to 164(40.6%) 103(25.5%) 137(33.9%) consult on the welfare of a student I encourage parents in the education 166(41.1%) 91(22.5%) 147(36.4%) and welfare of their children I act within the community in a manner which enhances mutual 171(42.3%) 96(23.8%) 137(33.9%) respect I play an active role in community 178(44.0%) 82(20.3%) 144(35.7%) relations Average 170(42.1%) 93(23.0%) 141(34.9%) M SD 2.86 1.256 2.86 1.235 2.88 1.273 2.87 1.289 2.86 1.263 The mean scores for the third dimension i.e., parents and the community indicate low practice of code of ethics as shown in Table 3. Mean values for all items are below the expected mean (M < 3.00). As to frequency/percentage values, the majority of participants indicate their response at Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 the low-level option, which implies that teachers less recognize the right of parents to be consulted on the welfare of their children. Teachers do not also encourage parents at the expected level to enable parents so they can actively participate in the education of their children. Similarly, the data indicates that teachers play an unsatisfactory role in school community relations characterized by a low level of mutual respect between teachers and the community. The overall average frequency/percentage score (170[42.1%]) and mean value (M=2.86; SD= 1.263) reveal that teachers implemented their code of ethics regarding parents and the community at a lower level. This quantitative finding is supported by the qualitative one though the latter showed mixed results. 5.1.3.1. Teachers’ interaction with parents and the community Concerning this theme, the data obtained through interviews and open-ended items of the questionnaire supplemented the quantitative data. To be specific, the data showed that fewer teachers established a good relationship with parents and the neighbouring community while the majorities do not. Contributing factors limit teachers not to discharge their responsibility to parents and the community. Supporting this idea, an informant stated: I feel that some teachers had a positive relationship with parents and the surrounding community. Such teachers actively involved in serving and mobilizing parents and society. However, many of the teachers do not want to positively and actively interact with parents and the community due to certain negative factors [Principal 8]. Teachers perceive that the community and the government have less respect for them than other professionals. They believe that the community has a negative attitude and disrespect for teachers. Informants stated that: “I witnessed…teachers feel that the community and the government less recognized them" [Principal 1]. “What is worsened these days is the poor attitudes and disrespect of the community toward teachers” [principal 5]. The following idea by an interviewee elaborated a bit more about the case. He suggested that: The community gives low respect for teachers compared to other professionals. For instance, on one occasion, a farmer invited lunch to an agriculture expert and said “ብላ ግብርና መምህርም ይበላዋል” to mean that "please eat it, even the teacher eats it." You can Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 imagine how such a saying touches teachers' emotion and affect their work spirit [Expert 5]. As a result, “several teachers become demotivated, reluctant and emotionally-driven particularly for parental and community cases in each school” [Expert 3]. The other factors contributing to the low-level implementation of teachers' code of ethics regarding parents and the community attributed to financial problems and lack of knowledge about the specific roles of teachers to the community. Participants emphasized this point as: “due to economic burdens, teachers implemented their code ethics concerning parents and the community at lower level [Teacher 8], and “most them could not think to work with parents and the community other than the fixed teaching-learning schedules” [Expert 5]. On the other hand, “many teachers do not know their professional duties that focus toward parents and the community” [Principal 3 & Teacher 41]. Based on the qualitative data (interview and open-ended items of the questionnaire), it is possible to deduce that though some teachers highly governed by the code of ethics, most of them practiced their codes of ethics regarding parents and the community at a lower-level. 5.2.The effect of independent variables on teachers’ code of ethics The researchers examined the influence of gender, age, level of qualification, and teaching experience. We employed independent samples t-test to achieve the objective. Table 4. Implementation level of code of ethics with respect to independent variables Variables Category N M SD t df p-value Gender Male 314 3.39 .6878 -2.016 402 .044 Female 90 3.56 .7106 Educational First Degree 315 3.46 .6894 1.657 402 .098 level Second Degree 89 3.32 .7104 Age 30 and below years old 143 3.60 .6551 3.756 402 .000 Above 30 years old 261 3.34 .7001 Teaching Less experienced (10 171 3.56 .6577 3.241 402 .001 experience years and below) More experienced (11 233 3.34 .7086 years and above) Table 4 indicates a mean difference among teachers based on their gender, age, level of qualification, and teaching experience. However, the mean difference between first-degree and Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 second-degree holders is not at the expected significant level since the p-value (p=.098) is above 0.05, implying that teachers' qualification does not affect the practice of teachers' code of ethics. Concerning other variables, the independent sample t-test shows significant differences among teachers due to their gender (p = .044), age (p = .000), and experience (p = .001). In the three cases, females, teachers aged 30 and below years old, and less experienced teachers with (<=10 years of teaching experience) have a higher level of ethical practice than their counterparts. This indicates that gender, age, and teaching experience affected the practice level of secondary school teachers’ code of ethics in all dimensions considered in the study. 6. Discussion The study examined the practice of teachers' code of ethics in secondary schools of Amhara National Regional State, Ethiopia. We investigated the teachers' responsibility to the students, colleagues, the teaching profession, parents, and the community. The results indicate different compliance levels of teachers to their codes under the three dimensions. This study reveals a high level of teachers’ code of ethics practice regarding the students' dimension, which is similar to the findings of previous studies (Al-hothali, 2018; Mabagala et al., 2012; Mwesiga & Philipkireti, 2018; Ou, 2014; Ozbek, 2007; Thoker, 2017); however, it contradicted with previous Ethiopian reports that indicate low teachers interest in supporting students and much instructional time wastage both in and out of school for various reasons such as meetings, administrative tasks, and absenteeism. The current study confirm that secondary school teachers are highly committed to students' welfare and safety, personal development, and high academic achievement; they are highly responsive to the needs of students, and provide the necessary support and guidance for them. This result is thus congruent with Japanese and Finnish teachers who have a high level of ethical sensitivity and commitment to the holistic development of students and regard their students' academic achievement as a priority issue (Katsuno, 2012; Kuusisto, Tirri & Rissanen, 2012). Such a high teachers’ commitment is vital as it has several implications for the life of students. For instance, caring for the students' well-being enables them to reach their potential through and with the necessary scaffolding and empathic response to their needs (Garza, Alejandro, Blythe & Fite, 2014). Teachers who actively engage and provide appropriate guidance to the students can improve the teaching-learning process; reduce deviant students' behavior, and direct them to enforcement of school rules and regulations Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 (Mushtaq & Khan, 2012). The teachers’ high expectations and communication with the students about it are also helpful to ensure the highest academic achievement (Denessen, Keller, Bergh & Broek, (2020). The study for the second dimension, the level of teachers' commitment to their colleagues and the teaching profession provides a mixed result. In this study, teachers practiced their codes regarding their colleagues at a higher-level, which conflicts with the findings of Ou (2014), who reported a low level of teachers' commitment to their colleagues. However, our results reveal that teachers have a moderate adhesion to the teaching profession. The qualitative data, to some extent, indicates that few teachers have a diminished interest in the teaching profession. In Ethiopia, studies by Koye (2014) and Aweke (2015) show that teachers work with poor motivation and low interest in the teaching profession and do not want to remain as a teacher if they get the chance to leave their job. A similar report by the Ministry of Education asserts that nearly three-fourths of (70%) teachers would leave the profession if given an equivalently paid job option (MoE, 2015). The study confirms that most teachers are committed to their teaching career though few have the intentions reflected by the previous reports above. Studies in other countries indicated that most teachers have a high-level of commitment to their teaching profession (Moses, Berry, Saab & Admiraal, 2017; Mwesiga & Philipkireti, 2018). As a general rule of code of conduct, teachers need to be cooperative with their colleagues and a host of others (Peterson & Arthur, 2021); accountable to their peers in their practice, and adaptive to recent developments in their profession (Rusznyak, 2018); enthusiastic in their intentions to stay in their job and appreciative to their profession’s social relevance and responsibility (Moses et al., 2017). Doing so enables teachers to be safe from mistreating each other (Vadner, 2005); be proud of belonging to the teaching profession, and the pride motivates individual teachers to see themselves as professionals (Gilman, 2005). However, the result of the current study reveals that teachers have a lower level of commitment to their codes about parents and the community (see Table 3). In contrast with our study, earlier studies found that teachers have a moderate devotion to the parents and community domain (Alhothali, 2018; Ou, 2014). According to literature, community and professionals have two-way relations: on the one hand, professionals, in this case, teachers, provide the community with care, expertise, and innovations that enable the progress of a community, and, on the other hand, the Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 community gives these same professionals awards, respect, and position (Trošelj, & Ivkovic, 2016). But, when an imbalance occurs within these relationships, it would result in 'misconduct' (Nuland, 2009). That is what happened in this study, teachers show less commitment in implementing their code of ethics regarding parents and the community. In the qualitative data, different factors were indicated as reasons for the low-level practice of teachers' code of ethics to the parents and community domain. The report by the Ministry of Education in Ethiopia supports our finding. According to MoE (2015), among the factors that exacerbated the negative attitude of teachers towards their profession, lack of recognition/social status by their community is considered the major one. Another report indicated that parents ranked teaching not as a high prestige profession (MoE, 2020). This might contribute to a low level of the practice of teacher codes in this study. When teachers fail to adhere to the basic ethical principles and fundamental moral values regarding parents and the community, deteriorated performance and an appreciable growth of negligence will occur (Trošelj & Ivkovic, 2016), which would again result in another negative consequence as one imbalance in one relationship may result in discrepancies in subsequent relationships (Nuland, 2009). Our study further indicates that independent variables such as gender, age, and teaching experience affected the commitment level of teachers to their code of ethics in all dimensions (see Table 4). However, teachers' level of qualification has no such effect on the practice of teachers' codes of ethics. It is thus similar to Al-hothali (2018), who found no significant difference among teachers based on their educational level in the practice of the code of ethics. Contrary to our finding, Mabagala et al. (2012) indicate that level of teachers' qualification affect the compliance level of teachers to their code, to which postgraduate teachers have a better level of commitment than their counterparts. Gender has a significant influence on the practice level of teachers' codes across all the dimensions in the current study, which is in congruence with the results of Ozbek (2007) and Thoker (2018); but, in conflict to the research outputs of (Mabagala et al., 2012; Mwesiga & Philipkireti, 2018). This study also indicates that age and teaching experience influenced the commitment level of teachers to their codes; in both cases, younger teachers with fewer years of experience have higher commitment than veteran teachers aged above 30 years old. But, opposing to this finding, prior studies confirm that age and teaching experience do not affect the compliance level of teachers to their codes (Al-hothali, 2018; Mabagala et al., 2012). However, other researchers reported that teaching experience has a direct Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 influence on the practice of teachers' codes; the better the experience of teachers is, the better their commitment level to implement their codes of ethics (Mwesiga & Philipkireti, 2018; Ozbek (2007). 7. Conclusions and recommendations The current study indicates that Ethiopian secondary school teachers had a higher level of commitment to their code of ethics vis-à-vis the students' and colleagues' domain, where they had lower practice in the case of parents and the community dimension. The study also shows that gender, age, and teaching experience affected the commitment level of teachers to their code of ethics. Thus, this study has significant implications for policy and practice in Ethiopia. It sheds light on the current practice of teachers' code of ethics in secondary schools, an issue which was not known so far. This in turn, enables the concerned bodies to take measures that enhance best practices and resolve the poor performance in the commitment of teachers to their code of ethics. The study would also serve as a benchmark for prospective researchers interested in investigating the area. It informs policymakers/teacher association organizations to develop a comprehensive and context-based professional code of ethics and design mechanisms in which teachers can acquaint themselves with such professional ethics both in the initial training and throughout their career life. The study also provides vital future directions for the practices of teachers' code of ethics in the short-run and long-term. For the short period, the results draw attention to further research to examine whether the teachers in various geographical regions and educational structures (pre-primary, primary, secondary, or tertiary level or private or government schools) have a different commitment to their code of ethics. It is also worth investigating factors that affect the practice of teachers' code of ethics so that it is possible to design a mechanism that can maximize the effect of positive aspects and minimize negative influences. For the long-term, depending on the research findings, we recommend the concerned bodies to (1) provide due emphasis for ethics courses in the initial teacher training as those courses play an essential role in creating foundations for professional ethics; (2) design and implement different mechanisms that arose teachers intrinsic motivation and commitment as the habit of good work ethics comes from within; (3) frame understandable, detailed, and executable code of ethics so that teachers can apply it more straightforwardly; and (4) institutionalize continuous community awareness program about teachers and the teaching profession to restore the social status and prestige of teachers as it will help to maintain their interest in and Preprint: The best and the published version is available @ https://doi.org/10.1016/j.heliyon.2022.e10885 commitment to their profession and thereby to their code of ethics. We further recommend consecutive studies on the relationship between ethical practice and teacher performance and the perception of parents and the community about teachers' professional ethics. Limitations of the study The study has some limitations: we do not investigate the practice of teachers’ code of ethics based on the national standard for teachers as we cannot access it, this may in some extent limit the study to reflect the context. We also tried examining the practice of teachers' code of ethics from only the aspects of students, colleagues, the teaching profession, parents, and the community. We did not include personal disposition aspects such as loyalty, integrity, and honesty, which may reduce the comprehensiveness of the finding. 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The practice of teachers’ code of ethics about students’ dimension Items I Give primary consideration to the pupils well being I assist the pupil to develop his/her ability to work I recognize that each child differs in the promotion of their education I do not use professional relationships with pupils for private advantage I provide learning equally to each student I assist the pupil to develop his/her whole personality I treat all my students impartially I protect the pupil from conditions harmful to learning, health & safety Average frequency/percentage Low 44(10.9%) 44(10.9%) 80(19.8%) 68(16.9%) 76(18.8%) 48(11.9%) 67(16.6%) 113(28%) Teachers(404) Medium 113(28.0%) 108(26.7%) 112(27.7%) 44(10.9%) 72(17.8%) 105(26.0%) Participants High Students(N=289) Low Medium High 247(61.1%) 69(23.8%) 47(16.3%) 173(59.9%) 252(62.4%) 74(25.6%) 212(52.5%) 95(32.9%) 292(72.3%) 46(16%) 256(63.4%) 20(7%) 251(62.1%) 72(24.9%) 54(18.7%) 63(21.8%) 33(11.4%) 18(6.2%) 39(13.5%) 161(55.7%) 131(45.3%) 210(72.6%) 251(86.8%) 178(61.6%) 65(16.1%) 272(67.3%) 68(23.5%) 39(13.5%) 182(63.0%) 64(15.8%) 63(21.8) 227(56.2%) 84(29.1%) 142(49.1%) 68(16.8%) 85(21.1%) 251(62.1%) 66(22.8%) 45(15.2%) 179(62%)