Exploring Ethical Leadership Practices of School Principals in Five Rural High Schools in the Lubombo Region of Eswatini: A Multiple Case Study

Abstract

The purpose of the study was to explore ethical leadership in the Lubombo region of Eswatini as perceived and practised by school principals. The study was qualitative and case study, using the interpretive paradigm. The study employed ethical leadership, the African philosophy of ubuntu and the Stakeholder theories as lenses through which to explore the ethical leadership practices of school principals. The Lubombo region has 39 rural high schools and a population of 39 principals, 39 deputy principals and 39 chairpersons, totalling 117. The sample size was fifteen, comprising five principals, five deputy principals and five chairpersons of school committees. The study revealed that principals of schools, deputy principals and chairpersons of school committees are aware of the importance of ethical leadership in schools. It also exposed some unethical behaviours in which principals of schools find themselves, such as embezzlement of school funds, maladministration of examinations and intimate relations with learners and subordinates. The study further revealed the drivers behind such behaviours as theft, pressure to shine and moral decadence. This highlights the need for measures and policies to address and prevent such practices within the school system. These include regular audits, regular inspections, hiring of bursars, strengthening of training programmes for school principals and punishment of offenders. The study recommended that the Ministry of Education and Training implement regular school audits to minimise unethical behaviours among school principals. The ministry should also develop policies that track school financial resources to ensure proper and accountable utilisation of scarce available resources budgeted for educatio