UGC NET Questions (Paper – 1)

Statements A, B, D and E correctly capture the expectations from academic leaders. A is true because integrity and fairness are core ethical requirements. B is true since participatory governance provides legitimacy and shared ownership of decisions. D is true as leadership development programmes build competencies in governance and management. E is true because codes of conduct set norms and accountability for those in authority. C is false because conflicts of interest must be managed and disclosed, not ignored, and F is false because documentation of processes is essential for transparency and accountability.

Option A:
Option A is incorrect because it leaves out E and therefore does not recognise the formal role of codes of conduct in ensuring ethical leadership.

Option B:
Option B is incorrect because it omits A, thereby failing to mention the fundamental principle that leaders must be guided by integrity and fairness in decisions.

Option C:
Option C is correct as it combines A, B, D and E, the four true statements on ethical expectations, participation, capacity building and codes of conduct, while excluding C and F, which condone ignoring conflicts and avoiding scrutiny.

Option D:
Option D is incorrect because it includes C, which advocates ignoring conflicts of interest, and omits B, thus weakening the emphasis on participatory governance.

Ethical conduct, confidentiality and fairness are professional standards; adhering to them reflects teacher professionalism.

Option A:
Popularity is being liked and does not equal ethical/professional compliance.

Option B:
Professionalism includes ethics, confidentiality and fair evaluation, matching the stem.

Option C:
Charisma is personal charm and cannot replace ethical responsibilities.

Option D:
Seniority is years of service and does not guarantee ethical professional conduct.

Statements A, B and D correctly describe codes of conduct. A is true because codes clarify behavioural expectations within the institution. B is correct as they commonly cover attendance, discipline and responsible use of resources. D is also true since violations may lead to disciplinary action through established procedures. Statement C is false; codes should be periodically reviewed and revised in light of changing contexts and legal requirements. Thus, A, B and D only form the correct combination.

Option A:
Option A is correct because it recognises the three statements that align with the regulatory and developmental purposes of codes of conduct and excludes C, which would freeze policies permanently. It reflects how codes provide guidance while remaining open to review.

Option B:
Option B is incorrect because it includes only A and B and omits D. Without acknowledging possible disciplinary consequences for serious violations, the answer underplays the enforcement dimension of codes.

Option C:
Option C is incorrect because it brings together B and D but leaves out A, which describes the overarching function of codes in setting behavioural standards. Excluding A weakens the conceptual understanding.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby accepting C’s notion that codes should never be updated. This contradicts the need for periodic policy revision.

Professional ethics refers to the moral principles, values and standards that govern behaviour in a particular profession. For teachers, it includes obligations such as respecting students’ dignity, maintaining confidentiality and avoiding exploitation. These ethical guidelines shape decisions in complex situations where legal rules alone may not suffice. Thus, the moral principles guiding teachers’ professional behaviour are correctly called professional ethics.

Option A:
A school discipline code mainly outlines rules and sanctions related to student behaviour within the institution. It is directed more at learners than at teachers and does not fully capture the broader moral responsibilities of educators. Therefore, it is not equivalent to professional ethics.

Option B:
Institutional bylaws are formal regulations that govern the operation of an organization, including administrative procedures and governance structures. While teachers must follow them, bylaws may not address the nuanced ethical dilemmas faced in daily teaching practice. Hence, they are not the same as an ethical framework.

Option C:
Curriculum framework sets out the aims, content areas and general guidelines for teaching and learning in a system. It focuses on what should be taught, not on the moral standards for how teachers should act in their relationships and duties. Consequently, it cannot replace the idea of professional ethics.

Option D:
Professional ethics help teachers balance competing interests, such as fairness to all students, loyalty to the institution and respect for individual rights. They underpin public trust in the teaching profession. Because the stem specifically mentions moral principles and standards guiding teachers’ behaviour, this option accurately names the concept.

Option B – code of professional ethics Professions such as teaching, medicine and law are characterized by specialized knowledge, service orientation and adherence to ethical standards. A code of professional ethics provides formal guidelines about what is considered acceptable and unacceptable behaviour in dealing with students, colleagues and society. It helps teachers resolve dilemmas related to confidentiality, fairness, impartiality and respect for learners’ dignity. Thus, when teaching is treated as a profession, a code of professional ethics becomes a key reference for guiding duties and conduct.

Option A:
Option A, service rules, generally covers administrative aspects like leave, working hours and procedures, which are part of employment conditions rather than a moral framework. Although teachers must obey service rules, these do not fully address broader ethical issues such as equity, respect and integrity in teaching. Hence, service rules alone cannot capture the idea of a guiding moral code for professional conduct.

Option B:
Option B, code of professional ethics, explicitly refers to a set of moral principles and standards developed for members of a profession. For teachers, such a code includes commitments to student welfare, fairness in evaluation and responsible use of authority. Because the stem mentions a guide to duties and conduct when teaching is seen as a profession, this option accurately completes the statement.

Option C:
Option C, salary structure, relates to the financial remuneration system for teachers and may influence job attractiveness but not directly their moral decisions. Pay scales do not usually tell teachers how to handle sensitive issues like favoritism or privacy. Therefore, salary structure is not the guiding framework for professional conduct suggested in the question.

Option D:
Option D, academic calendar, indicates the schedule of terms, examinations and vacations. It organizes institutional time but does not prescribe ethical standards for interactions with learners and colleagues. Consequently, it cannot be the “specific” guide to professional duties and conduct that the stem refers to.