scholarly journals Ethical Leadership Practices and Trust Among Public School Leaders in Malaysia

2021 ◽  
Vol 17 (3) ◽  
pp. 174
Author(s):  
Sharmini Siva Vikaraman ◽  
Azlin Norhaini Mansor ◽  
Mohamed Yusoff Mohd Nor ◽  
Bity Salwana Alias ◽  
Vasanthan Gurusamy
Keyword(s):  
Public School ◽  
School Leadership ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Structured Interview ◽  
School Teachers ◽  
School Leadership Practices ◽  
Trust In Leader

Abstract: Integrating values in managing a school is crucial to balance the role of school leaders as leaders and managers under one roof. This study highlights the practice of ethical leadership (branch of value-based leadership) based on seven dimensions. Using a mixed method (QUAN-qual) approach, this study i) identifies the level of principal’s ethical leadership practices and trust in leader as perceived by primary and secondary school teachers of Malaysia, ii) explores the relationship between both variables and classifies accordingly the subconstructs of ethical leadership practices that significantly contribute to developing trust in their leaders, iii) ascertain the understanding and practices of ethical leadership style among the principals as perceived by the principals themselves. The quantitative data were collected via Ethical Leadership at Workplace (ELW) and Trust in Leader (TL) questionnaire. A total of 438 public school teachers nationwide responded to the questionnaire. Data were analyzed using descriptive and inferential statistical method. The findings show that principals throughout the country practiced high ethical leadership. The level of teacher's trust in principals was also high. The inference analysis found very strong significant relationship between ethical leadership and teachers' trust on their principals. A semi-structured interview with three school principals was conducted to collect the qualitative data revealed that the Malaysian principals lacked the understanding of ethical leadership style, nevertheless practiced several dimensions of ethical leadership in their school administration. The study suggests ethical leadership to be integrated into current school leadership practices to further understand its impact. Keywords: Ethical leadership, School Leadership, Trust in Leader, Value-based Leadership

Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

2019 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Haijun Kang ◽  
Qi Sun ◽  
Lei Lyu
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Development Program ◽  
Local School ◽  
School Leadership Development ◽  
School Leadership Practices ◽  
Beijing China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

scholarly journals The Influence of Transformational School Leadership on Teacher Efficacy in Malaysian Secondary School Teachers

2015 ◽  
Vol 3 (2) ◽  
pp. 73 ◽  
Author(s):  
Teh Pei Ling ◽  
Zaidatol Akmaliah Lope Pihie ◽  
Soaib Asimirin ◽  
Foo Say Fooi
Keyword(s):  
Transformational Leadership ◽  
Teacher Efficacy ◽  
Secondary School ◽  
School Leadership ◽  
Significant Relationship ◽  
Leadership Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
School Leadership Practices ◽  
The Relationship

This study provides an insight of the relationship between principals’ transformational school leadership practices and teacher efficacy among Malaysian secondary school teachers. Data was gathered from teachers of secondary schools in the central region of Peninsular Malaysia. The self-administered questionnaires, totalling 160 copies were distributed to the respondents. Valid samples stood at 137 teachers, resulting in a response rate of 85.6 percent. The data was analysed using descriptive, correlation and multiple regression analyses to evaluate the relationship between transformational leadership practices and teacher efficacy. The analysis revealed a significant relationship between the dimensions in transformational school leadership and teacher efficacy. The findings concur with the studies done by Leithwood (1994) that there is a significant relationship between the dimensions of transformational school leadership practices and teacher efficacy. These findings are also in line with past research (Kristine & Hipp, 1997; Peagler, 2004; Ross, J. A, Gray, 2006) that the said transformational leadership contributes toward teachers’ self-efficacy. Therefore, this study strengthens the findings by engaging in similar relationship.

scholarly journals The centrality of ethical leadership

2015 ◽  
Vol 53 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Lisa C. Ehrich ◽  
Jessica Harris ◽  
Val Klenowski ◽  
Judy Smeed ◽  
Nerida Spina
Keyword(s):  
School Leadership ◽  
Ethical Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
School Leaders ◽  
Small Body ◽  
Ethical Framework ◽  
Structured Interviews ◽  
Content Type ◽  
Use Of Data

Purpose – The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to focus on school principals’ perceptions of how they understand ethical leadership and how they lead the ethical use of data. Design/methodology/approach – This study utilises semi-structured interviews with six state school principals (one primary and six secondary) to explore their perceptions of ethical leadership practices; and how they balance current competing accountabilities in a context of performance-driven accountability. Findings – There were four key findings. First, principals used data to inform and direct their practices and their conversations with teachers. Second, while ethics was a central consideration in how principals’ led, practising in an ethical manner was identified as complex and challenging in the current context. Third, Starratt’s (1996) ethical framework proved to be relevant for interpreting principals’ practices. Finally, all of the principals referred to dilemmas they faced as a result of competing priorities and all used a variety of strategies to deal with these dilemmas. Originality/value – While there is a small body of research that explores school leaders’ understandings of ethical tensions and dilemmas, there is little research that has focused on school leaders’ understandings of the ethical use of data. This study, then, contributes to this area as it provides a discussion on school principals’ leadership practices in the current climate driven by data use.

Ethical School Leadership: Problems of an Elusive Role

1997 ◽  
Vol 7 (3) ◽  
pp. 287-300 ◽  
Author(s):  
Elizabeth Campbell
Keyword(s):  
School Leadership ◽  
Ethical Leadership ◽  
Personal Experience ◽  
School Leaders ◽  
Preparation Programs ◽  
Theoretical Context ◽  
Educational Literature ◽  
Professional Responsibilities ◽  
Experience Teaching ◽  
Future School

Educational literature increasingly emphasizes the importance of ethics in school leadership and the need to recognize professional responsibilities as basic ethical imperatives. It further notes that future administrators must be engaged in preparation programs which highlight this neglected area and the prominence of their role as ethical practitioners. Within this theoretical context, and from the perspective of my personal experience teaching future school leaders, this paper addresses complexities involved in translating philosophical principles into practice within a prevailing climate of value relativism; it ponders the irony of asserting goals of ethical leadership while continuing to accept ethics as subjectively-defined values of opinion and preference.

Analyzing abusive school leadership practices through the lens of social justice

2019 ◽  
Vol 33 (4) ◽  
pp. 546-555
Author(s):  
Shuti Steph Khumalo
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
School Performance ◽  
Leadership Practices ◽  
Social Institutions ◽  
Teacher Behavior ◽  
Content Type ◽  
Depth Analysis ◽  
Conceptual Paper ◽  
School Leadership Practices

Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.

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