The Level of School Principals Commitment to Leadership Ethics During the Exercise of their Job Duties from the Point of View of their Teachers

Abstract

Background & Statement of the problem: The research underscores the crucial role of ethical leadership within educational institutions, underscoring the importance of discerning leaders attributes and capabilities. It identifies a prevalent issue: the insufficient adherence to ethical standards among certain school administrators, leading to detrimental effects on teacher performance and the overall quality of education. Drawing on the researcher’s dual experience as both a school principal and teacher, the study delves into administrators dedication to these principles, examined through the lens of teacher’s perspectives.

Objectives: The study sought to evaluate the extent of school principals dedication to ethical leadership, as perceived by their teachers while executing their professional responsibilities.

Methods: The researcher utilized the descriptive survey method and constructed a questionnaire comprising 30 items. This questionnaire was distributed among a simple stratified sample of 393 male and female teachers in the Al-Ruseifa district of Jordan.

Results: The results indicated significant differences at the (0.05) significance level in the level of commitment of school principals to leadership ethics, attributed to gender in favor of males, educational qualifications favoring postgraduate studies, and years of experience favoring those with less than 10 years of experience.

Conclusions (Recommendations and contributions): The study recommended the necessity of adopting administrative philosophies and organizational methods that support the application of leadership ethics. It also suggested including a criterion in the performance reports of school principals to measure ethical practices, and organizing effective training sessions for school principals to enhance their role in applying ethical leadership to achieve the desired goals.