Common use of Ethical Considerations Clause in Contracts

Ethical Considerations. The goal of the study and the participants' rights throughout the procedure was explained to them before the interviews start. Since participants' identities were known before they arrive for the interview or join an online interview, complete anonymity of participants' identities cannot be entirely ensured in the current study. Yet, the data gathered during the procedure was only communicated with the thesis supervisor in order to maintain confidentiality. Additionally, all participants were given the assurance that their identities and their schools’ names would not appear in the thesis since they would be replaced with pseudonyms and numbers. Also, participants were allowed to not write their names during Zoom interviews and turn off their cameras if they felt uncomfortable with having names written and cameras on. All information collected and interview protocols were stored on the researcher's own, password-protected laptop, which was only accessible to the researcher and the research supervisor. The paper copies of the protocols and notes were kept at the researcher's workplace in a secured cabinet. The study is considered to be no more than minimal risk. Subsequent actions were taken to further reduce the risks. Even though principals know who the participants were, they were not given any information about the exact time when the interview was going to be conducted, and what the responses of the interviewees were. Thus, any information connected with the research was not shared with the principals of the selected schools, nor with other participants. Considering that the researcher was acquainted with both the participants and the principals, there was also a chance that the participants might feel uncomfortable and worry that the data may somehow be revealed. In this situation, the researcher reassured the respondents that the research was confidential to earn their faith. Additionally, the interviewees might have negative emotions as a result of recalling difficult experiences; as a result, the researcher had to monitor for the participant's emotions to become more sensitive during the procedure. The results of the research presented might be useful for the participants as it might help them to understand experiences of working with high school students in terms of challenges and ways of resolving them and provide some advice on how to organize career guidance work in their school. The school administration and the Head of the Psychology Department might find it useful for promoting effective career guidance in their school and department. It may also give clues to education stakeholders on how to create and promote career guidance programs among school psychologists and raise their awareness on how to assist students with this highly essential problem.

Ethical Considerations. The goal current study followed the XXXX Ethical Guidelines (2004) and received approval from King’s College London Research Ethics Committee (REP (EM)/09/10-35) and the Turkish Ministry of National Education. A number of ethical issues have been addressed in this research, such as obtaining informed consent, guaranteeing confidentiality and anonymity, and protecting participants from risk or harm. - Voluntary informed consent In order to obtain informed consent, all the students and the teacher were provided with a full explanation of the study purpose of and procedures pertaining to the research in written format and verbally (such as the nature of his/her involvement in the research, duration of the research, interview schedule, and the participants' rights throughout data collection equipment). They were then invited to sign a consent form for their participation in the procedure was explained to them before the interviews start. Since participants' identities were known before they arrive study (see Appendix E for the interview or join an online interview, complete anonymity of participants' identities cannot be entirely ensured in the current studyinformation sheets and consent forms). YetMoreover, the data gathered during students were required to obtain the procedure was only communicated with the thesis supervisor signed consent of a parent or legal guardian in order to maintain confidentialitybe audio and video recorded in the lesson observations and audio recorded during the interviews. AdditionallyAll the participants were informed about the importance and benefits of their participation in this research. They were also told that their participation was voluntary and they had the right to withdraw from it at any stage, without giving any reason. - Responsibility to the participants Researcher responsibility to the participants includes ethical concerns, such as ensuring confidentiality and anonymity, avoidance of any risk or harm and providing feedback on the research results. In this study, the anonymity of the students and the teacher was ensured through using pseudonymous for all the names as well as changing any other identifying details (such as school name, location) beyond recognition. In addition, all the audio and video files and transcripts were labelled in a way which ensured anonymity, and were stored separately from any identifying information. Because ensuring anonymity is usually difficult in video research (Xxxxx et al., 2010), the confidentiality of the participants were given was protected through limited access to the assurance that their identities video data and their schools’ names would not appear any personal information. As highlighted in detail in the thesis since they would be replaced with pseudonyms information sheets, only my supervisors and numbers. Also, participants were allowed to not write their names during Zoom interviews and turn off their cameras if they felt uncomfortable with having names written and cameras on. All information collected and interview protocols were stored on the researcher's own, password-protected laptop, which was only accessible I had full access to the researcher video data, and only the research supervisor. The paper copies students participating in the stimulated-recall interviews were able to view some of the protocols and notes were kept at video episodes of their science lessons. Further in relation to privacy, great care was taken when selecting the researcher's workplace in a secured cabinet. The study is considered video episodes to be no more than minimal risk. Subsequent actions were taken ensure that none of them had any capacity to further reduce the risks. Even though principals know who cause harm to the participants werein any way. In the interviews, some of the students disclosed their feelings and thoughts about their science teacher and lessons that they did not want their teacher or peers to know about. With regard to this, as stated in the information sheet, I maintained the confidentiality of the interview data, as well as taking great care not to share any information with others which could be considered as harmful for the students or the teacher. Moreover, to make students feel comfortable, they were reminded that they would not given be assessed on the answers they gave during the interviews in any information about the exact time when way, as well as reassuring them that they could refuse to answer or comment on any of the interview was going to be conductedquestions, and what the responses of the interviewees were. Thus, without giving any information connected with the research was not shared with the principals of the selected schools, nor with other participants. Considering that the researcher was acquainted with both the participants and the principals, there was also a chance that the participants might feel uncomfortable and worry that the data may somehow be revealed. In this situation, the researcher reassured the respondents that the research was confidential to earn their faith. Additionally, the interviewees might have negative emotions as a result of recalling difficult experiences; as a result, the researcher had to monitor for the participant's emotions to become more sensitive during the procedure. The results of the research presented might be useful for the participants as it might help them to understand experiences of working with high school students in terms of challenges and ways of resolving them and provide some advice on how to organize career guidance work in their school. The school administration and the Head of the Psychology Department might find it useful for promoting effective career guidance in their school and department. It may also give clues to education stakeholders on how to create and promote career guidance programs among school psychologists and raise their awareness on how to assist students with this highly essential problemreason.

Ethical Considerations. The goal In order to ensure the anonymity of the study and participants of the online survey, no contact information of the research participants, such as phone numbers, email, or names of the participants' , were not requested. In addition, the questions in the online survey did not require participants to mention the specific names of educational materials, employers’ names or addresses, courses they sell or buy, and other data that could allow them to be identified. Participation in the online interview was not anonymous; audio recordings were done during the interview. However, all interviews were conducted in a one-to-one format; no one except myself and my supervisor has access to these records. All interview data were kept confidential in an electronic folder on the researcher’s password-protected computer. I assigned pseudonyms (Interviewee 1, Interviewee 2, Interviewee 3) to data from interviews to ensure the confidentiality of individual participants; their real names were not recorded during the interviews. Confidentiality was guaranteed to the participants to the extent possible and allowed by the law. The same measures as discussed above will be taken to ensure the confidentiality of the participants and data in any presentation and publication made from this study. Some of the survey questions might have reminded participants of their negative experience of engaging in teacherpreneurial activities and causing psychological discomfort. However, this discomfort was unlikely to be greater than those ordinarily encountered in their daily life. Interview participants could also felt psychological discomfort when they were asked about their motivation to become teacherpreneurs, especially the financial aspect and its role in their decision to engage in teacherpreneurship. In order to mitigate those risks, the researcher reminded the participants of confidentiality procedures that were implemented in the study. The online survey was anonymous and was hosted on Qualtrics, with a design that did not allow me to trace out an individual respondent. Interview and survey participants were asked to sign the informed consent forms (see Appendix A, B); they were informed that participation in that study is voluntary, and they could refuse to participate in the study at any moment they wanted. The participants were reminded of their rights throughout the procedure was explained and freedom to them before the interviews start. Since participants' identities were known before they arrive for skip a question or discontinue the interview or join an online interview, complete anonymity of participants' identities cannot be entirely ensured in the current study. Yet, the data gathered during the procedure was only communicated with the thesis supervisor in order to maintain confidentiality. Additionally, all participants were given the assurance that their identities and their schools’ names would not appear in the thesis since they would be replaced with pseudonyms and numbers. Also, participants were allowed to not write their names during Zoom interviews and turn off their cameras if they felt uncomfortable with having names written and cameras onuncomfortable. All information collected and interview protocols They were stored on reminded of all the researcher's own, password-protected laptop, which was only accessible measures I took to the researcher and the research supervisorensure confidentiality. The paper copies of the protocols and notes were kept at the researcher's workplace in a secured cabinet. The study is considered to be no more than minimal risk. Subsequent actions were taken to further reduce the risks. Even though principals know who the participants were, they were not given any information about the exact time when the interview was going to be conducted, and what the responses of the interviewees were. Thus, any information connected with the research was not shared with the principals of the selected schools, nor with other participants. Considering that the researcher was acquainted with both the participants and the principals, there was also a chance that the participants might feel uncomfortable and worry that the data may somehow be revealed. In this situation, the researcher reassured the respondents that the research was confidential to earn their faith. Additionally, the interviewees might have negative emotions as a result of recalling difficult experiences; as a result, the researcher had to monitor for the participant's emotions to become more sensitive during the procedure. The results of the research presented might be useful for the participants as it might help them to understand experiences of working with high school students in terms of challenges and ways of resolving them and provide some advice on how to organize career guidance work in their school. The school administration and the Head of the Psychology Department might find it useful for promoting effective career guidance in their school and department. It may also give clues to education stakeholders on how to create and promote career guidance programs among school psychologists and raise their awareness on how to assist students with this highly essential problem.Summary

Ethical Considerations. Every researcher should put ethical practices at the forefront before they even begin their research. Therefore, when conducting my study, I complied with the standards specified by the NU Institutional Research Ethics Committee. The goal informed consent form included all the key information about the research: benefits, details about the study and interviews, a clear and informative introduction about the researcher and her contact details, contact details of the research supervisor and the NUGSE Ethics Committee, the assurance of confidentiality (use of unidentifiable pseudonyms for the research sites and participants so that no one but myself knows about the place and the participants), the explanation of voluntary participation and withdrawal from the study at any time. Although it is almost impossible to guarantee anonymity and confidentiality in qualitative research, I took every possible measure to ensure the confidentiality of the teachers and research sites. To ensure my participants’ anonymity from others, I concealed their names and, to protect their confidentiality, they are unidentifiable in all reporting (XxXxxxxx & Xxxxxxxxxx, 2006). For example, to ensure that nobody knows that they are participating in my research, pseudonyms were used throughout the study and the final paper. In addition, to protect the teachers’ confidentiality, when transcribing the data, I assigned them numbers instead of using their names. Soft data was stored on my laptop computer in a password- protected folder, while the filled-in observation forms were locked away in my study desk drawer at home. However, there is always the risk that the collected data can be lost, stolen or someone might access it without my permission. To prevent such adversities from occurring, I transferred all the recorded interviews to a password-protected folder on my personal computer so that I was the only person who had access to it. I also made a copy of the folder and kept it in Dropbox. The observation form and other papers with notes were kept in a safe place, a loc ked drawer of my desk. Another risk could be that the teachers themselves decide to disclose their participation or information about the research to third parties. These acts would obviously break their anonymity and confidentiality. Therefore, when explaining the consent form and my research, I stressed the importance of remaining anonymous and keeping all the information confidential if they wanted to avoid any negative consequences. While my study does not pose any threats to the teachers’ reputations or employment, they could still face some psychological pressure, gossip, envy or unwanted, provocative questions from colleagues, being few examples. As a researcher, I have the responsibility to report all my findings, positive and negative, honestly and objectively (Xxxxxxxx, 2014). To accomplish this, I did not plagiarise or added any of my thoughts or opinions to the findings section. I was impartial throughout my study, did not disclose any information to anyone I knew, asking for their advice for example, and not build any personal relations with the participants' rights throughout . Besides, the procedure was explained participants had the right and freedom to them before withdraw from the interviews start. Since participants' identities were known before they arrive for study or from the interview or join at any time without giving a reason and it would not have any negative consequences for them. They could also skip answering the questions that made them feel uncomfortable. Upon having analysed the data and written about the results, in accordance with the NU policy and international academic rules, I must retain the collected soft and hard data for a minimum of three years. In case of an online interview, complete anonymity of participants' identities cannot be entirely ensured in the current study. Yetofficial inspection, the data gathered during the procedure was only communicated with the thesis supervisor in order to maintain confidentiality. Additionally, all participants were given the assurance that their identities and their schools’ names would not appear in the thesis since they would should be replaced with pseudonyms and numbers. Also, participants were allowed to not write their names during Zoom interviews and turn off their cameras if they felt uncomfortable with having names written and cameras on. All information collected and interview protocols were stored on the researcher's own, password-protected laptop, which was only accessible to the researcher and the research supervisor. The paper copies of the protocols and notes were kept at the researcher's workplace in a secured cabinet. The study is considered to be no more than minimal risk. Subsequent actions were taken to further reduce the risks. Even though principals know who the participants were, they were not given any information about the exact time when the interview was going to be conducted, and what the responses of the interviewees were. Thus, any information connected with the research was not shared with the principals of the selected schools, nor with other participants. Considering that the researcher was acquainted with both the participants and the principals, there was also a chance that the participants might feel uncomfortable and worry that the data may somehow be revealed. In this situation, the researcher reassured the respondents that the research was confidential to earn their faith. Additionally, the interviewees might have negative emotions as a result of recalling difficult experiences; as a result, the researcher had to monitor for the participant's emotions to become more sensitive during the procedure. The results of the research presented might be useful for the participants as it might help them to understand experiences of working with high school students in terms of challenges and ways of resolving them and provide some advice on how to organize career guidance work in their school. The school administration and the Head of the Psychology Department might find it useful for promoting effective career guidance in their school and department. It may also give clues to education stakeholders on how to create and promote career guidance programs among school psychologists and raise their awareness on how to assist students with this highly essential problemreadily available.