The Ethical Behaviors Of Educational Leaders In Ethiopian Public Universities: The Case Of The Western Cluster Universities

Abstract

Abstract:The purpose of this study was to assess the extent to which educational leaders in the western cluster public universities of Ethiopia are ethical. Ethical leadership variables such as fairness, equity, multicultural competence, modeling ethical behaviors and altruism are considered in describing the ethical behaviors of the leaders. Descriptive survey research design with quantitative method was employed for it fits the purpose of the study. Data was collected from instructors and educational leaders holding various leadership positions in the sample universities. Accordingly, 107 instructors, 12 department heads, 6 college deans, 2 academic quality assurance officers, 3 ethical officers, 1 vice president and 1 president participated in the study. Questionnaires were mainly used to collect data from the respondents. T-test and ANOVA, among other data analysis tools, were used to analyze the data. The results of the study revealed that leaders in the sample universities practice ethical leadership moderately. The leaders failed to demonstrate the ethical leadership practices to the expected level. They have been found to demonstrate low multicultural competence, low at altruism, and low at modeling ethical behavior. And hence, it could be concluded that the educational leaders in public universities failed to meet the standards and expectations of ethical leadership. As a result, it is recommended that the academic leaders in the public universities need to be provided with leadership development opportunities. Moreover, public universities can establish leadership development programs that will enable leaders to continually update themselves and practice ethical leadership to the expected level.

The Perceived Views of Principals and Supervisors towards Their Ethical Leadership in Some Selected Primary Schools of Eastern Ethiopia

“…Therefore, the findings reveal that the degree to which school leaders are ethical in their leadership is moderate. This result is replicated with previous studies conducted by Amsale, Bekele, and Tafesse (2016), who indicate that the study found out those leaders in the sample universities are perceived as moderately ethical. Moreover, the research findings conducted in Florida (Florida Department of Education, 2008) reveals that the three-guiding code of ethics for educational leaders.…”

“…Surprisingly, their findings indicate that leaders who are not trusted by their teachers could only end up with poor performance, or failure if worst. Unless it leads institutions or schools to unnecessary dimensions like a small wound on one's body caused by cancer cells, if a person is not aware of the causes to be cancer and simply treats the wound alone, the whole body will gradually come to its end or dysfunctional (Amsale, Bekele, & Tafesse, 2016).…”

Ethical leadership, good governance and employee commitment: Testing a moderated mediation model in public universities of Ethiopia

“…From both leadership and accountability perspective, governance in Ethiopian public universities is not at a satisfactory level (Lerra & Oumer, 2017). Ethical leadership style in Ethiopia mainly hinges on adherence to law, prompting Amsale et al (2016) to recommend a wider perception on ethical leadership dimensions for better organizational governance.…”

“…Moreover, a study on ethical leadership, good governance and employee commitment in the context of Ethiopian higher educational institutions has its own relevance for Ethiopia, due to its massive tertiary education sector reforms. An earlier study conducted by Amsale et al (2016) only assessed the degree of ethics of educational leaders and Rani and Abdie (2017) only restricted their study to explore the relationship between ethical leadership and employee commitment. The motivation for this study is to fill this research gap, albeit partly by examining the impact of good governance into the relationship between ethical leadership aspects and employee commitment in the context of Ethiopian public universities.…”

Clusterization of regional military-professional orientation

“…Третий ярус -это обслуживающие компании, образующие экономическую инфраструктуру кластера -научно-технические и сервисные центры; финансово-кредитные учреждения; инвестиционные фонды; высшие, средние специальные и среднетехнические учебные заведения; научно-исследовательские организации; общественные организации; страховые и консалтинговые компании и т.п.» [1, [16][17][18].…”