Ethical Leadership Assessment for The Islamic Secondary School Principals

Abstract

This study aims to determine the assessment of ethical leadership in Islamic High School principal; determine the relationship among ethical leadership constructs; and investigates the influence of ethical leadership in terms of value, serve, act justly, and do right to build the community for a common goal. Eight Islamic secondary schools and 80 teachers were selected as respondents for the study. Quantitative data obtained through a questionnaire which is modified from ethical leadership Perceived Leader Instrument Integrity Scale (LIS). The questionnaire was analyzed using mean and standard deviation, Pearson correlation, and path analysis with multiple regressions. The findings show that the assessment of ethical leadership matched with empirical data. It also found that leadership principals in the service of others was developed at the level of an ethical community, and in terms of respect for others is at unethical level. Then, the finding showed that each construct correlated at a moderate level. It also found that the constructs of ethical leadership (serve and act) provided direct influence on the establishment of a community development effort. The study recommended the elements of ethical leadership of respect for others.

Investigating Principals’ Leadership to Develop Teachers’ Professionalism at Madrasah

“…They must have strong leadership and should be responsible for improving the school's educational quality they lead. In other words, principal leadership is pivotal to boosting school performance, especially the teachers' competence in delivering educational service (Indra & Kustati, 2019).…”

“…In the education context, leadership is pivotal to improving school performance in delivering its service (Indra & Kustati, 2019). Schools need a qualified principal to run and manage the sources to achieve educational objectives.…”

“…It has been discovered that there is a significant association between teacher performance and the leadership style of the Madrasah principal (Ahmed, 2021). Regarding leadership, the quality of information possessed in teaching and the relationship between it and emotional intelligence are critical considerations (Indra & Kustati, 2019).…”

School principals’ experiences of ethical leadership during times of accountability : complexities, dilemmas and dynamics.

“…In the Islamic context, it is claimed that ethical leadership is embedded on five principles viz. respect for others, serving others, showing justice, displaying honesty, and building community (Indra & Kustati, 2019). Ethical leadership is thus firmly rooted in the school principal's ability to inspire educators and subsequently, his/her acceptance as credible and a role model who is worthy of emulation (Esmaelzadeh et al, 2017).…”

“…Similarly, Ozan et al (2017) places emphasis on ethical leaders' ability to enhance their accountability to all relevant stakeholders in education. Such a premise is possible because ethical school principals view leadership as serving others and being accountable (Indra & Kustati, 2019). Moreover, ethical school principals have embedded personal values, demonstrating self-confidence, maturity, and courage in decision-making, while being determined to seek solutions to problems (Department of Basic Education, 2015).…”