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Subject: search.filters.subject.Leadership--Moral and ethical aspects

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Now showing 1 - 4 of 4
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    Exploring ethical leadership of school principals and teachers at two secondary schools in Johannesburg East District: a case study
    (2020) Nyabeni, Nomsa
    This purpose of this study was to explore the conceptualisation and experiences of ethical leadership among school principals and teachers in two secondary schools located in Johannesburg East District in the province of Gauteng. This study was underpinned by the interpretive paradigm and guided by a qualitative methodology within a case study design. The two schools were purposively sampled because of convenience, with two principals and six teachers serving as research participants. This study utilised Shapiro and Stefkovich’s (2011) Multiple Ethical Paradigm and Khoza’s (2012) Attuned Leadership–African Humanism as theoretical frameworks. All trustworthiness considerations and ethical issues were observed before the data was generated through semi-structured interviews and documents reviews. The findings pointed to school principals and teachers having a good understanding of ethical leadership. However, the findings revealed that most ethical leadership challenges experienced by teachers emerged from parents, the school management team and learners in the researched schools, whilst the principals’ challenges originated from teachers and school board members. There were various recommendations suggested that could be applied by the Provincial Department of Education, the Independent Schools Association of Southern Africa and schools internally to reduce unethical conduct in the researched schools. Some of the recommendations were that school principals and teachers’ unethical behaviours can be reduced through professional development and reinforcement of educational legislation that underpin professional ethical behaviour. The findings also suggested that there was a consensus between teachers and school principals regarding ethical leadership as an effective approach in promoting a positive school culture and conduct in the researched schools. This study recommends the Department of Education and the Independent Schools Association of Southern Africa should provide workshops and training on ethical leadership, this will assist in reducing the unethical conduct of school principals and teachers within schools.
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    Exploring ethical leadership in four Zimbabwean schools amid socio-political and economic turbulence :a multiple case study
    (2019) Chingwanangwana, Bernard
    There is a need and cry for ethical leadership in the schools today more than ever before, as school heads and teachers are being more and more called to accountability and integrity world over. Unethical conduct in the schools’ manifests in many ways, such as improper association, drunkenness at work, absenteeism from work, corporal punishment, embezzlement of funds and so on. There are however challenges and dilemmas associated with the discharge of ethical leadership in the schools, one such challenge is the socio-political and economic turbulence in a country. These turbulences trigger ethical leadership dilemmas and push factors upon the school heads and teachers, making ethical leadership practices difficult to practice in the schools. Basing on the current environment in Zimbabwe, this study explores the current socio-political and economic turbulences to establish its effects on ethical leadership in four schools in Marondera District. The study sought to explore the causes of ethical leadership lapses among school heads, head of departments and teachers and to find out whether the current socio-political and economic turbulence in Zimbabwe has an effect on ethical leadership in the four schools under the study. The research questions that guided this study were; What are the ethical leadership issues affecting school heads, heads of departments and teachers in four researched schools in Marondera District in Zimbabwe? Do the participants’ experience the current socio-political and economic turbulence in Zimbabwe having an effect on ethical leadership in the four schools under our study in Marondera district? Lastly, what do the participants say should be done to deal with the perceived ethical leadership challenges, if any, in the four schools in Marondera district in Zimbabwe? Using the Turbulence Theory, Virtue and Ubuntu leadership theories and employing the qualitative methodology approach, this case study explored ethical leadership in four Zimbabwean schools amid socio-political and economic turbulence. The Turbulence Theory was used to mainly elaborate on the contextual environment prevailing within the four schools in the study, while the Virtue and Ubuntu leadership theories dealt with the principle and practices expected in an ethical setting. The study was a qualitative, interpretivist multiple-case study, focusing on ethical leadership in the context of socio-political and economic turbulence in four schools in Marondera District of Zimbabwe. The data were generated through semi-structured interviews, focus There is a need and cry for ethical leadership in the schools today more than ever before, as school heads and teachers are being more and more called to accountability and integrity world over. Unethical conduct in the schools’ manifests in many ways, such as improper association, drunkenness at work, absenteeism from work, corporal punishment, embezzlement of funds and so on. There are however challenges and dilemmas associated with the discharge of ethical leadership in the schools, one such challenge is the socio-political and economic turbulence in a country. These turbulences trigger ethical leadership dilemmas and push factors upon the school heads and teachers, making ethical leadership practices difficult to practice in the schools. Basing on the current environment in Zimbabwe, this study explores the current socio-political and economic turbulences to establish its effects on ethical leadership in four schools in Marondera District. The study sought to explore the causes of ethical leadership lapses among school heads, head of departments and teachers and to find out whether the current socio-political and economic turbulence in Zimbabwe has an effect on ethical leadership in the four schools under the study. The research questions that guided this study were; What are the ethical leadership issues affecting school heads, heads of departments and teachers in four researched schools in Marondera District in Zimbabwe? Do the participants’ experience the current socio-political and economic turbulence in Zimbabwe having an effect on ethical leadership in the four schools under our study in Marondera district? Lastly, what do the participants say should be done to deal with the perceived ethical leadership challenges, if any, in the four schools in Marondera district in Zimbabwe? Using the Turbulence Theory, Virtue and Ubuntu leadership theories and employing the qualitative methodology approach, this case study explored ethical leadership in four Zimbabwean schools amid socio-political and economic turbulence. The Turbulence Theory was used to mainly elaborate on the contextual environment prevailing within the four schools in the study, while the Virtue and Ubuntu leadership theories dealt with the principle and practices expected in an ethical setting. The study was a qualitative, interpretivist multiple-case study, focusing on ethical leadership in the context of socio-political and economic turbulence in four schools in Marondera District of Zimbabwe. The data were generated through semi-structured interviews, focus There is a need and cry for ethical leadership in the schools today more than ever before, as school heads and teachers are being more and more called to accountability and integrity world over. Unethical conduct in the schools’ manifests in many ways, such as improper association, drunkenness at work, absenteeism from work, corporal punishment, embezzlement of funds and so on. There are however challenges and dilemmas associated with the discharge of ethical leadership in the schools, one such challenge is the socio-political and economic turbulence in a country. These turbulences trigger ethical leadership dilemmas and push factors upon the school heads and teachers, making ethical leadership practices difficult to practice in the schools. Basing on the current environment in Zimbabwe, this study explores the current socio-political and economic turbulences to establish its effects on ethical leadership in four schools in Marondera District. The study sought to explore the causes of ethical leadership lapses among school heads, head of departments and teachers and to find out whether the current socio-political and economic turbulence in Zimbabwe has an effect on ethical leadership in the four schools under the study. The research questions that guided this study were; What are the ethical leadership issues affecting school heads, heads of departments and teachers in four researched schools in Marondera District in Zimbabwe? Do the participants’ experience the current socio-political and economic turbulence in Zimbabwe having an effect on ethical leadership in the four schools under our study in Marondera district? Lastly, what do the participants say should be done to deal with the perceived ethical leadership challenges, if any, in the four schools in Marondera district in Zimbabwe? Using the Turbulence Theory, Virtue and Ubuntu leadership theories and employing the qualitative methodology approach, this case study explored ethical leadership in four Zimbabwean schools amid socio-political and economic turbulence. The Turbulence Theory was used to mainly elaborate on the contextual environment prevailing within the four schools in the study, while the Virtue and Ubuntu leadership theories dealt with the principle and practices expected in an ethical setting. The study was a qualitative, interpretivist multiple-case study, focusing on ethical leadership in the context of socio-political and economic turbulence in four schools in Marondera District of Zimbabwe. The data were generated through semi-structured interviews, focus group interviews, questionnaires and documents analysis. The study adhered to all ethical issues in research before and during data generation. To ensure trustworthiness of the findings, the study employed multiple data generation instruments, such as; semi structured interviews, focus group interviews, questionnaires and documents review. Content analysis was applied to analyse the data. The conclusions arrived at indicate that the current socio-political and economic turbulence prevailing in Zimbabwe has adverse effect on the exercise of ethical leadership in schools in Marondera District. The major effects being on the poor teacher remuneration, lack of resources in the schools, political violence on teachers, rampant absenteeism by both teachers and learners and improper associations. Based on the findings, the study recommends an all stake holder approach to address the issues of socio-political and economic turbulences to enable school personnel to have an environment conducive of discharging ethical leadership in the schools. It further recommends the restoration of funding structures in these schools and competitive remuneration for school personnel. A Turbulence Intervention Model was developed, which could help deal with these ethical leadership challenges in the schools:
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    Ethical leadership and teaching at two schools in Bauchi State, Nigeria: Voices of headmasters and teachers.
    (2018) Mayaki, Hauwa Muhammad
    Multiple reports have surfaced in the electronic and print media on numerous unethical conduct in education and the Nigerian education system has not been spared either. Conclusively, learners, teachers, headmasters, union activists and the Department of Education officials have all remained allies in the perpetuation of unethical conducts at Nigerian schools. The rise in this menace has prompted many researches to conduct research on ethical leadership to ascertain the root causes of unethical behaviour at schools and/or in the Departments of Education. This study explored the conceptions and perceptions of teachers and headmasters on ethical leadership in Nigerian schools especially, primary schools. It was the intention of this research to clearly demonstrate the role of ethics in education as put forward by teachers and headmasters; whether or not, it is sufficient a tool to curb the unethical conducts persisting in the educational system. Hence, views from both teachers and headmasters were sought about the causes of unethical conduct in schools and what possible ways to follow to reduce its recurrence. In this research, an interpretive paradigm and a qualitative methodology were utilised. Convenience and purposive sampling was utilised to select the two participating primary schools and research participants for the study. Data generated was analysed thematically. The conclusions of this study seem to suggest that: participants have a good grasp and assimilation of ethics and ethical leadership in their schools; the persisting unethical conduct by teachers and headmasters in schools emanates from both within and outside the school organisation. Hence, from the assertions of all research participants, they unanimously agreed that ethical leadership has the potential to reducing the unethical behaviour in schools. In this vein, this study adopts various recommendations to reduce unethical conducts in the schools.
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    Toxic leadership, social support and individual and organisational outcomes
    (2018) Middleton, Sarah
    Growing numbers of studies point to the negative impact and stress of Toxic Leadership (TL) on employees, both in their personal and work wellbeing. Such negatives include high levels of stress, reduced self-esteem and increases in alcohol and drug abuse. TL has also been found to reduce job satisfaction, organisational commitment behaviour and organisational citizenship behaviours. In addition, TL has been thought to result in severe health outcomes including; post-traumatic stress disorder, suicidal ideation and extreme forms of physical illness such as cancer and heart attacks. This South African study, based on a sample of 258 employees working across a wide range of industries, was conducted to explore Toxic Leadership and its effect on three dependant/outcomes variables. These outcome variables included Voluntary Turnover Intention, Work Engagement and Organisational Commitment Behaviour. In addition, Social Support and its role as a moderator was investigated. Consenting participants filled out six questionnaires namely; a Self-Developed Demographic Questionnaire, Schmidt’s Toxic Leadership scale (2008), Kantor’s (2013) Voluntary Turnover Intention (VTI) Scale, Utrecht Work Engagement Scale (UWES), Mowday, Steers & Porter (1979) Organisational Commitment Behaviour Questionnaire (OCQ) and Procidano and Heller’s (1983) Perceived Social Support Scale (PSI) (Adapted version). The results of the study indicated that Toxic Leadership was significantly correlated to the outcome variables. The simple regression also showed that Toxic Leadership raised levels of Voluntary Turnover Intention and lowered levels of Work Engagement, Organisational Commitment Behaviour and Social Support. While Social Support was directly related to the three dependant/outcomes variables with it having a positive effect on Work Engagement and Organisational Commitment Behaviour and decreasing levels of Voluntary Turnover Intention within the regressions. However, within the moderated multiple regressions, Toxic leadership relationship with Social Support actually had an inverse effect on the outcome variables. This is because instead of improving levels of Voluntary Turnover Intention, Work Engagement and Organisational Commitment Behaviour, it made negative effects of Toxic Leadership even worse. Some possible reasons for this was argued in this research. Finally, in addition to these findings, limitations and further contributions for future research into Toxic Leadership was also discussed.