Professional Ethics in Higher Education: A Quantitative Study of Lecturers at ATI Gampaha

Abstract

Professional ethics play a vital role in shaping the integrity, fairness, and credibility of higher education institutions. This study investigates the level of ethical awareness, confidence in ethical practice, and the challenges faced by academic staff at the Advanced Technological Institute (ATI), Gampaha. Using a quantitative research approach, data were collected through a structured questionnaire administered to lecturers across different designations and experience levels. Descriptive statistics, Spearman’s correlation, factor analysis, and chi-square tests were employed to analyse respondents’ perceptions and experiences. The findings indicate that while all lecturers are familiar with professional ethics, only 44.44% reported high confidence in applying ethical principles, revealing a gap between awareness and practical implementation. Nearly half of the respondents (44.44%) had encountered ethical challenges, although statistical tests showed no significant association between ethical challenges and either designation or years of experience. A notable majority (66.67%) had not received formal ethics training, despite 77.78% expressing strong interest in such programs. Overall, the study highlights the need for structured ethics training and stronger institutional support to promote ethical decision-making and enhance academic integrity. Strengthening these areas can contribute to a more transparent, fair, and professionally responsible educational environment at ATI Gampaha.