Teachers’ views about ethical leadership behaviors of primary school directors

Yıldırım, Atila; Baştuğ, İbrahim

doi:10.1016/j.sbspro.2010.03.648

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…So, ethical education leaders are expected to build an environment where educators can voice their concerns and ideas. This ethical effort may set an example for their colleagues and students (Yildirim & Bastug, 2010).…”

Section: Ethical Leadership In Educational Organizationsmentioning

confidence: 99%

Ethical leadership in educational organizations: A cross-cultural study

Göçen¹

2021

Turkish Journal of Education

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The goal of this study is to examine how educators from both Eastern and Western cultures define ethical leadership and which characteristics they associate with ethical leaders. This study also explores ethical examples of educators, tries to answer if major events like Covid-19, high-technology, migration have changed their ethical perceptions, and lastly, examines their reactions to unethical conduct. This qualitative study employed a phenomenological research design. Data collection using semi-structured interviews and open-ended surveys was conducted with 51 educators from Eastern and Western countries. The findings indicate that the attributes of ethical leadership, like honesty, respect, fairness, and justice, are endorsed across both cultures. Other attributes, like flexibility, religiosity, and responsibility, were articulated by the educators from the Eastern sample, while rationality, team spirit and ability to listen were highlighted in the Western sample. The participants recounted their experiences of ethical leadership around several themes, some of which are a friendly approach, equality, defending the rights of others, and standing for right. They specified their different responses to unethical acts and mainly believe that ethics are constant throughout history.

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Section: Ethical Leadership In Educational Organizationsmentioning

confidence: 99%

Ethical leadership in educational organizations: A cross-cultural study

Göçen¹

2021

Turkish Journal of Education

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“…To preserve integrity among students, CSCs are aimed at developing knowledge, skills and rules of behavior (Loe Spanish National Education System, 2006). These competences are linked not only to social and ethical commitment (Haynes, 2002;Yildirim and Baştug, 2010), but also to proactive behavior (Clunies-Ross et al, 2008) that confronts the exploitation of natural resources (Mogensen and Mayer, 2005). However, according to Nekhoroshkov (2016), providing adequate knowledge for students is not sufficient to give them environmental competences.…”

Section: Sustainability As a Cross-sectional Competencementioning

confidence: 99%

The Challenge of Greening Religious Schools by Improving the Environmental Competencies of Teachers

Ramírez¹,

Hernández

Jiménez-Naranjo³

et al. 2020

Front. Psychol.

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Even though sacred scriptures emphasize the key role that Creation and respect for living creatures play in all religions, the so-called religious schools seem to show little interest in putting this sacred mandate into effect. To shed light on this subject, this work investigates the role of teachers in the process, focusing on their environmental competencies. Our hypotheses are tested through a structural equation model on a sample of 214 biology and religion teachers from 118 Catholic schools in Spain who voluntary participated in a survey. The research findings confirm that it is crucial that environmental competencies are developed in teachers to enable the greening of schools. Theoretical and practical implications for defining the job training of teachers in religious schools are drawn from the study.

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“…The review of literature on school leadership shows that there are many studies on single leadership styles. For example, on transformational leadership ( Vermeulen, Van Acker, Kreijns, & van Buuren, 2015), instructional leadership (Hallinger, 2003;2007), ethical or moral leadership (Kanokorn, Wallapha, & Keow, 2013;Yıldırım & Baştuğ, 2010), and distributed leadership (Harris, 2004). However, a greater interest is seen among recent researchers on multipleleadership styles in school settings (Bahadur, Amir, Waheed & Abdul Nasir, 2017;Hallinger, 2007).…”

Section: Integrated Leadership Stylesmentioning

confidence: 99%

School Heads’ Perceptions About Their Leadership Styles

Rehman¹,

Khan²,

Waheed³

2019

JoEED

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This study explored school heads' perceptions regarding their school leadership styles. The study adopted a qualitative research design. The sample of the study consisted of 10 male and 10 female head teachers from Peshawar, Khyber Pakhtunkhwa, Pakistan. Data were collected using semi-structured interviews. Findings revealed that school heads adopted a number of leadership styles. The main leadership styles included instructional leadership, transformational leadership and moral leadership. These different leadership styles were adopted keeping in view the needs of different situations that heads found themselves working in. The study has important implications for school management, schoolteachers, researchers and policy makers.

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Teachers’ views about ethical leadership behaviors of primary school directors

Cited by 12 publications

References 1 publication

Ethical leadership in educational organizations: A cross-cultural study

Ethical leadership in educational organizations: A cross-cultural study

The Challenge of Greening Religious Schools by Improving the Environmental Competencies of Teachers

School Heads’ Perceptions About Their Leadership Styles

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