This study examines the effects of educators’ professional conduct on learners’ academic
performance. The researcher used quantitative research methodology and design. Data was
collected in eighty primary schools, mostly in a disadvantaged context, in the Vhembe
District in Limpopo Province, South Africa. A researcher-designed questionnaire was
administered to eighty primary-school principals who were randomly selected.
The research revealed that the implementation of the educators’ code of professional ethics
may improve the quality of educators. The achievement of high learner academic
performance may be determined by the manner in which principals lead, manage and
encourage educators to adhere to the tenets of professional conduct. This research also
revealed that although educators are aware of professional conduct, they show unprofessional
behaviour such as disrespecting learners, leaving class unsupervised, excessive use of mobile
phones during lessons, and excessive absenteeism. Learners who lack effective educator
support tend to achieve lower results than expected. Learners whose educators behave
professionally achieve good academic performance.