A Synthesis of Ethical Leadership Components of School Administrators in a Transitional Educational Context
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Abstract
This study aims to synthesize the components of ethical leadership among school administrators in the context of educational transition. A qualitative research approach was employed. The key informants consisted of five experts in educational administration and experienced school administrators, selected through purposive sampling. Data were collected using a focus group discussion guide and analyzed through content analysis.
The findings revealed that ethical leadership of school administrators in the context of educational transition comprises five main components and twenty-five sub-components. These include: (1) Justice, which involves decision-making based on data, rationality, and fairness; equitable treatment of personnel and stakeholders; fair allocation of resources and educational opportunities; transparent and impartial handling of complaints and conflicts; and consideration of individual differences among students, teachers, and staff. (2) Trust, which encompasses creating an open and psychologically safe working environment; transparent and consistent communication; participation in decision-making; empowerment of personnel; and maintaining commitments and continuity in administration. (3) Integrity, which includes adherence to ethical principles and professional codes of conduct; serving as a moral role model; transparency in reporting and information disclosure; and the courage to uphold what is right despite pressure or change. (4) Respect, which consists of respecting human dignity; listening to diverse perspectives with impartiality; recognizing cultural and experiential diversity; appropriate and courteous behavior; and fostering positive relationships and collaborative learning communities. (5) Responsibility, which comprises accountability for decisions and their impacts on schools; prioritizing student learning outcomes and educational quality; transparent and socially responsible administration; continuous self-development in response to educational change; and promoting a shared culture of responsibility within the organization. The results indicate that ethical leadership serves as a critical framework for developing school administrators who are capable of leading schools with integrity, fairness, transparency, and social responsibility, in alignment with the demands of educational transition.
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