The Perceived Organizational Ethical Climate in Hashemite University

Al‐Omari, Aieman Ahmad

doi:10.1007/s40299-012-0033-1

Cited by 13 publications

(10 citation statements)

References 18 publications

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“…Firstly, our results were obtained at a single university and a single medical school, so generalizations to other institutions are not possible. Secondly, the response rate was around 50%, which was similar to those reported for other studies at universities (Acar et al 2016 ; Acharya 2005 ; Al-Omari 2013 ). We could not compare the characteristics of responders and non-responders in our study as the survey was completely anonymous and there is no available data on the demographic characteristics of the faculty at the university schools included in the study.…”

Section: Discussionsupporting

confidence: 88%

“…There is little research on ethical climate at universities and research organizations (Acar et al 2016 ; Acharya 2005 ; Al-Omari 2013 ) compared to the large body of research on ethical climate in business (Martin and Cullen 2006 ; Simha and Cullen 2012 ), and health care institutions (Koskenvuori et al 2017 ). We studied the schools of engineering, which focuses on the technical aspects of research and professionalism, and the humanities and social sciences—where reflection and introspection into ethical issues is a part of the education process, and medicine—where professional deontology and medical ethics is formally a part of the curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…The tree studies that measured ethical climate in a university setting did not follow the classical theoretical strata or common empirical derivatives of ethical climate (Martin and Cullen 2006 ; Simha and Cullen 2012 ), so it was difficult to compare their results with those from our study. In the report of Al-Omari ( 2013 ) on ethical climate in a university in Jordan (without specification of the involved faculties), the predominant climate was identified as “egotistic”, without clarification of the individual, local or cosmopolitan locus of analysis. However, this type of climate would be similar to the common empirical Instrumental climate, which is associated with the egoism ethical construct and either individual or local locus of analysis (Martin and Cullen 2006 ; Simha and Cullen 2012 ), and thus similar to the climate observed at the School of Medicine in our study.…”

Section: Discussionmentioning

confidence: 99%

“…Although ethical climate has been measured in a variety of professional settings, mostly business (reviewed in Simha and Cullen 2012 ) and some in healthcare settings (Atabay et al 2015 ; Abou Hashish 2017 ; Dinc and Huric 2016 ; Koskenvuori et al 2017 ), very few studies have looked at ethical climates of higher education academic/educational institutions (Acharya 2005 ; Al Omari 2013 ; Acar et al 2016 ). These studies did not specify the university departments surveyed (Al Omari 2013 ; Acar et al 2016 ), and only the study of Acharya et al specifically surveyed professors and students in a dental school.…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Ethical Climate and Research Pressures in Different Faculties of a University: Cross-Sectional Study at the University of Split, Croatia

et al. 2017

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We determined the prevailing ethical climate at three different schools of a single university, in order to explore possible differences in the ethical climate related to different research fields: the School of Electrical Engineering, Mechanical Engineering, and Naval Architecture; the School of Humanities and Social Sciences; and the School of Medicine. We used the Ethical Climate Questionnaire to survey the staff (teachers and administration) at the three schools, and used the research integrity and organizational climate (RIOC) survey for early-stage researchers at the three schools. The dominant ethical climate type perceived collectively at the three university schools (response rate 49%, n = 294) was Laws and professional codes, which is associated with the cosmopolitan level of analysis and the ethical construct of principle. Individually, the same climate predominated at the schools for engineering and humanities, but the School of Medicine had the Selfinterest ethical climate, which is associated with the individual level of analysis and the egoism ethical construct. In the RIOC survey (response rate 85%; n = 70), early-stage researchers from the three university schools did not differ in their perceptions of the organizational research integrity climate, or in their perceived individual, group or organizational pressures. Our study is the first, to the best of our knowledge, to show differences in perceived ethical climate at a medical school compared to other schools at a university. Further studies are needed to explore the reasons for these differences and how they translate to organizational outcomes, 123Sci Eng Ethics DOI 10.1007/s11948-017-9987-y such as job satisfaction, commitment to the institution and dysfunctional behaviour, including research misconduct.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perceptions of Ethical Climate and Research Pressures in Different Faculties of a University: Cross-Sectional Study at the University of Split, Croatia

et al. 2017

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“…Both leadership styles incorporated elements of role modeling integrity, motivating staff, and promoting ethical conduct. Similarly, a study by Al-omari (2013) revealed that ethical leadership positively predicted job satisfaction among elementary school teachers. Core facets like fairness, power-sharing, ethical guidance, and people orientation were impactful.…”

Section: Literature Reviewmentioning

confidence: 94%

Ethical Leadership of Head Teachers and its Impact on Teachers’ Motivation at the Elementary Level

Urooj,

Sherazi,

Ali

2024

RJSI

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The present study employed a quantitative, descriptive research design to examine the impact of ethical leadership on elementary school teachers’ motivation in public elementary schools of a district in Punjab, Pakistan. It was a quantitative and descriptive study in nature. Considering the ethical guidelines, a questionnaire was administered to 400 randomly selected male and female elementary-level teachers. In developing the survey instrument, relevant literature was reviewed, and expert input was obtained to ensure the appropriateness of the questions for assessing the variables of interest. The confidentiality of the respondents was maintained throughout the data-gathering process. The collected data was statistically analyzed using SPSS software version 20, measuring means, and standard deviations. The results revealed a significant positive association between principals’ ethical leadership style - characterized by integrity, honesty, and considerate treatment of staff – and elevated intrinsic motivation levels among teachers. As educational leaders shape the culture in their institutions, these findings carry important implications. Promoting ethical leadership through enhanced training and modeling desired behaviors can improve teacher retention, performance, and job satisfaction. It can translate to better outcomes for students. Further in-depth inquiries through qualitative and longitudinal research across diverse settings can enrich understanding of this phenomenon and aid the development of context-specific interventions leveraging ethical leadership to motivate teachers.

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Ethical Context in Relation to Employee Commitment in a Developing Country Setting

Mitonga-Monga

2018

Psychology of Retention

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The Perceived Organizational Ethical Climate in Hashemite University

Cited by 13 publications

References 18 publications

Perceptions of Ethical Climate and Research Pressures in Different Faculties of a University: Cross-Sectional Study at the University of Split, Croatia

Perceptions of Ethical Climate and Research Pressures in Different Faculties of a University: Cross-Sectional Study at the University of Split, Croatia

Ethical Leadership of Head Teachers and its Impact on Teachers’ Motivation at the Elementary Level

Ethical Context in Relation to Employee Commitment in a Developing Country Setting

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