Authors : Dr. Elvira Angeles

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/y5mfbez5

Scribd : https://tinyurl.com/5ek9xbty

DOI : https://doi.org/10.38124/ijisrt/26apr2459

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study determined the level of faculty support and its perceived influence on the ethical conduct of Business Administration and Management students. The respondents were fifty-one (51) faculty members. A descriptivecorrelational research design was utilized, and data were gathered using a structured questionnaire with a 5-point Likert scale. Weighted mean and Pearson correlation were used as statistical tools. Results revealed that faculty support was very high (WM = 4.59), while the ethical conduct of students was high (WM = 3.93). Tracer study application also indicated a very high perceived influence of faculty support on ethical development (WM = 4.24). Pearson correlation analysis showed a strong positive significant relationship between faculty support and ethical conduct (r = 0.660, p < 0.05). This implies that higher faculty support is associated with stronger ethical conduct among students. The study concludes that faculty support significantly contributes to students’ ethical behavior. It is recommended that faculty mentoring programs, values education, and ethical development activities be strengthened to sustain students’ moral growth.

References :

1. 1. Bandura, A. (1977). Social learning theory. Prentice-Hall.
2. Kohlberg, L. (1973). The claim to moral adequacy of a highest stage of moral judgment. The Journal of Philosophy, 70(18), 630–646.
3. Nucci, L. (2001). Education in the moral domain. Cambridge University Press.
4. Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.
5. Treviño, L. K., & Nelson, K. A. (2016). Managing business ethics: Straight talk about how to do it right (7th ed.). Wiley
6. Peter R. Go- Monilla, Kristoffer Kiel M. Santos, Kimson Gener G. Kong, Ronnie M. Gillego (2019).  Ethics a Modular Approach.
7. Code of Ethics for Professional Teachers, Republic Act no. 7836.
8. Sagoff (2004); Newton (2005); Newton (2010); Byers and Stanberry (2018, § 4.2). On corruption, see Rose-Ackerman (1999); Velasquez (2010); and Byers and Stanberry (2018, § 7.4).
9. Arnold (2003); Arnold (2010); Powell and Zwolinski (2012); Newton (2010, p. 668); Byers and Stanberry (2018, § 8.5); cf. Huemer (2019) on the meat industry.
10. Arnold, D. G. (2003). “Philosophical Foundations: Moral Reasoning, Human Rights, and Global Labor Practices.” In L. P. Hartman, D. G. Arnold, and R. Wokutch (eds.), Rising Above Sweatshops (pp. 77–100). Praeger.
11. Biondi, Paolo. (2010). “The Ethics of Using Replacement Workers. Sudbury.com (3 March 2010).
12. Carson, T. L. (2010) “Deception and Information Disclosure in Business and Professional Ethics.” In G. G. Brenkert and T. L. Beauchamp (eds.), The Oxford Handbook of Business Ethics (pp. 335–365). Oxford University Press.