Professional Values, Ethics and Legal/Regulatory Framework
The Professional values, ethics and legal/regulatory framework domain tests whether you act as a licensed professional within Ghana’s education law and the teachers’ code of conduct. It covers integrity, fairness, confidentiality, safeguarding, non-discrimination, accountability, and the rules governing teacher registration, discipline and learner protection.
Core rules and concepts
- The National Teaching Council regulates teacher registration and licensing; the GTLE is a licensure requirement. Maintain your licence and comply with the Code of Professional Conduct for Teachers.
- The Education Regulatory Bodies Act, 2020 (Act 1023) and the Ghana Education Service Act, 2008 (Act 778) set the regulatory and administrative framework. The 1992 Constitution guarantees equality and dignity.
- The Children’s Act, 1998 (Act 560) protects children from abuse, neglect and exploitative labour; the Persons with Disability Act, 2006 (Act 715) requires inclusive treatment; the Data Protection Act, 2012 (Act 843) governs learner records; the Labour Act, 2003 (Act 651) governs employment.
- GES policy prohibits corporal punishment; use positive discipline. Teachers stand in loco parentis and must report suspected abuse or harm through the proper channel. Confidentiality is not absolute: it yields to safeguarding and legal duties.
- Conflicts of interest, gifts that influence decisions, private tutoring of your own learners for payment, discriminatory treatment and sexual relationships with learners are professional misconduct.
Worked example
A parent offers a teacher GHS 500 to raise a learner’s end-of-term grade. The teacher should refuse the money, explain that grades must reflect evidence, record the incident, and report it to the head of department or headteacher. Reasoning: accepting would breach integrity and fairness, corrupt assessment records, and may amount to a disciplinary offence and a criminal conduct issue. The teacher must not “manage” it privately or alter the mark to avoid conflict. The learner’s recorded score stays as assessed; if there is a genuine marking error, it is corrected through the school’s formal review process, not through a private payment.
Traps
Do not treat confidentiality as absolute where a child is at risk. Do not assume a gift is harmless if it creates an obligation. Do not use corporal punishment as “discipline”. Do not ignore disability-related adjustments. Do not discuss learner results on social media or with unrelated parents. Do not delay reporting suspected abuse until you have “proof”; the duty is to report concerns through the designated channel.