High school teachers’ perceptions regarding principals’ ethical leadership in Turkey

The effect of development of ethical leadership on organizational adaptability capacity, education and training organization- case study: ILKHCHI city of Iran

“…According to the results of hypotheses test by Regression test, it was determined that: Individual orientation, organizational fairness, power sharing, ethical guidance, transparency and organizational integrity, regarding the detection factor of R2, 98% of organizational adaptation changes are explained and affected by changes in the ethical leadership in the training and Educational system of Ilkhchiand it shows that whatever the ethical leadership is paid more attention, the organizational adaptability capacity will be increased in the training and Educational system of Ilkhchiand also the findings of the present study are consistent with the findings of research entitled "The Energy Empowerment Model and Creativity of Employees through Ethical Leadership" [8][9][10].The results of this study showed that ethical leadership in the workplace improves employees' ability, energy and creativity (dimension of organizational adaptability) in the workplace. Also Abbaszadeh and Budaghi [12,[13][14][15],in studying of the effect of ethical leadership on organizational adaptability capacity (Case study: employees of Tabriz University), based on findings of regression analysis showed that dimensions of role resolution, people orientation, ethical guidance and the role of ethical leadership on the dependent variable (organizational adaptability capacity) is significant which is in line with the findings of this study.…”

Ethical Leadership Behaviours of School Administrators from Teachers’ Point of View

“…Analyzes were carried out at 95 % confidence interval Both female (n=155, X̄ =3.21) and male teachers (n=216, X̄ =3.23) Agree -yet females with a lower average than males. These findings overlap with the findings of Topuzoglu's (2009) and Karakose's (2007) studies. Both researchers have found that there is no significant difference in teachers' view of ethical leadership behaviours of school administrators depending on gender.…”

Teachers' Perceptions about the School Principals' Ethical Leadership Behaviours: A Study from Turkish Vocational High Schools

“…In similar studies, there were results showing teachers' gender [21,29,47] faculty that they graduated [20,29,47], professional seniority [20,47] as the factors affecting their perceptions. Dissimilarly, there were also findings indicating gender as a variable which did not significantly affect teachers perceptions but the place where they worked as a significant one [20,49].…”

“…For this reason, we need a leader to guarantee moral aspects of educational activities [31]. As leaders of schools principals' ethical responsibilities are crucial for the organization of their school [29]. For a principal making a true decision is bound to his/her true understanding [37].…”

“…Considering the previous studies, Kalshoven et al [28] defined seven dimensions of ethical leadership behaviour as; fairness, power sharing (listening to followers ideas and concerns), role clarification (clarifying responsibilities), people orientation (caring, respecting and supporting), integrity (consistency of words and acts), ethical guidance (explaining and promoting ethical rules), sustainability (caring about environment and promoting recycling). In some of the studies from Turkey, the dimensions of ethical leadership were defined as communicative ethics, climatic ethics (creating an ethical school climate), behavioral ethics and ethical decision making [2,5,10,20,29,38,39,49]. In some other studies it might be noticed that these dimensions were increased in number and specified as following ethical principles, ethical decision making, creating ethical school culture and climate, behaving socially responsible, being service oriented, being trust based oriented and principles oriented [3,44].…”