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The study also revealed that in terms of marital status, the religious reflected the highest perception while the single had the lowest indicating that the religious value obedience and respect which is obtained in their religious training where they are meant to exhibit a high level of observance to the law while those who are single are usually still young and are not bothered by law. Such revelation runs counter to Nyberg (1990) findings which try to indicate that the young or single should not be equated to the religious whose lives are fully guided and that their desire at all times is to live an exemplary life. So to him, the living in accordance to the code of ethics is just in their blood, they do not find it hard. This also concurs with Watras (1986) and Dubbledam (1970) who argue that in the catholic religion, some of these core values of the code of conduct for teachers are part of the cardinal virtues which all the religious are entitled to live in line with and so do find it very hard to adhere to and still are the same values that were emphasized in teacher colleges and schools of education in universities where the teachers attended their training. The researcher here thought that since some of the teachers were young in the teaching profession, it was quite hard for them to fully embrace the core aspects of the code of conduct and live by them.

However, in line with the study findings, Tapo (2004) adds that the ethical code of conduct stressed in teacher education is an inherited policy from the colonial administration and so this makes each teacher to have a specific perception. He therefore suggested that to try help teachers come to a common perception, and to ensure successful adherence to the code of conduct for teachers, there is need to highly depend on the social and cultural expectations of today‟s rapidly changing society. Watras (1986) and Dubbledam (1970) argue that, in order to improve ethics among teachers, the educators need to consider how the question of ethics is related to the ideas of community and lived values. In other words teacher professional ethics should not alienate them from the values of society.

With regard to employment status, the study revealed that both the permanent and part-timing staff perceives the code of conduct in more less a similar way. This can be explained by the fact that people want to be employed and also to protect their positions or work. However, the permanent staffs perceive the code of conduct slightly higher because the job is their life. The same experience occurs with designation. These findings concur with what Nabukenya (1981) and Nkwanga (1992) revealed about status of teachers in various schools and it also concurs with Kigongo (1994) who reveal that teachers who are usually on the permanent basis in schools tend to adhere to the code of conduct seriously because by all means they have to live exemplary and instill in their students those values that they uphold and because of this, their perception of the code of conduct has often been proved to be higher than that of the teachers on part-timing basis.

The study also reveals that teachers‟ perceptions towards the code are dependent on the attitudes the BOG, head teacher and students have towards them. This agrees with the Kampala Archdiocesan document (2008) that talks about the terms and conditions of the catholic schools where the members of the BOG strictly emphasize the adherence to the code of conduct by the teachers and failure to do so, the teacher in question is answerable to the BOG and is liable to the punishment or suspension that is set by the BOG itself. So, in line with the positive attitude that the members of the Boards of Governors portray, teachers‟ perception is built positively and their adherence to their code is made very easy and simple.

This concurs with Nkwanga (1992) who revealed that a teacher who lives in line with the stipulated set standards is greatly respected by the entire school community and therefore, due to this fact, this teacher‟s perception of code of ethics is built because this teacher realizes that the entire school community values their way of life and that they too have respect for it.

The above is also in line with Carter (2005) who notes that teachers‟ perceptions towards the code much as are dependent on the attitudes the BOG, head teacher and students have towards them, they are compounded by the mismatch of priorities and policies that exist in teacher training schools. Such a practice is negatively impacting the successful adherence to the code of conduct by teachers. This therefore implies that a reconsideration of the national code of conduct is necessary. This process thus will involve a rethinking of teacher education programmes, dismantling previous assumptions of the teachers‟ code of conduct and local implementation, and accommodating challenges presented by economic, political, social and cultural change in the different countries around the world. Choy et al (1993) and Soltis (1986) concur with the above findings when they report that there is need to involve a rethinking of teacher education programmes, and also dismantle the previous assumptions of the teachers‟ code of conduct endeavour to accommodate the challenges presented by economic, political, social and cultural change in the different countries around the world.

5. 5 Conclusion From the study findings and discussion the following conclusions are drawn. The conclusions are presented in line with the study research questions.

The study concludes that the results indicated that the code of conduct and teacher performance were not significantly correlated because it was well beyond the benchmark sig meaning that the code of conduct does not have a positive effect on teacher performance. The study also concludes that teachers who act more professionally and are aware of their obligation and duty to the teachers‟ code of conduct do perform well both in and outside class (extra-curricular activities). The study also concluded that teachers‟ performance is greatly associated with adherence to the teacher‟s code of conduct.

The study also concluded that teacher commitment and teacher performance were not significantly correlated because the results were well beyond the benchmark sig meaning that teacher commitment does not have a positive effect on teacher performance.

The study concludes that teacher perception in terms of positive and negative attitudes affects teacher performance. In addition, a big number of respondents have a positive attitude towards the code of conduct for teachers. The study also concludes that what seems to be poor perception is a result of other factors such as poor remuneration, nature of the school and the implied school leadership and students.

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5. 6 Recommendation The study recommends that different authorities such as the schools of education, ministry of Education and sports, schools and denominational education secretariats should avail to teachers‟ personal copies of teachers‟ code of conduct and that if possible, professional ethics and moral education should be taught as independent disciplines to pre-service teachers to be examinable both in theory and practice.

The study also recommends that in order to enhance the teachers‟ commitment emphasis should be laid on the need to act professionally. This implies that teachers should be treated well in terms of appropriate emoluments and here the BOG would be required to subsidize teachers‟ salaries to uplift their economic welfare.

It also recommends that in order to enhance teachers‟ knowledge and perception of the code the inspectorate could make regular visits to schools and also there should be regular and refresher programmes through which teachers are educated on the value of behaving professionally and also for the purpose of their professional development.

Areas for further research, The study recommends, as area for further research different researchers should carry out this very study at primary school level, and also in institutions of higher learning.

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