The theoretical analysis of ethical leadership lapses: A disturbing concern about school leadership in Botswana

Abstract

A school is the only place with a formal and legitimate mandate of duty of care for the learner. Schools are expected to be nurturing environments free of abuse, exploitation, violence, bullying, humiliation, discrimination, harassment, negligence, cultural stereotypes, emotional distress, socio-economic marginalisation and moral prejudices. Some concerns about governance and ethical leadership in schools are therefore inevitable. Drawing from the Eurocentric and Afrocentric theoretical perspectives, this article discusses lapses of ethical leadership practices in Botswana with a deliberate focus on school leadership systems. Secondary data is drawn from the media and government reported cases on the growing systemic social decadence. It is argued that unethical conduct in the education system in the country is heightened by lack of an Africanized ethical code of conduct for educators and doubledipping by the public officers. The article recommends an indigenized research approach on ethical leadership and governance.

School principals’ experiences of ethical leadership during times of accountability : complexities, dilemmas and dynamics.

“…Additionally, the significance of ethical leadership can never be overemphasised, Sabir (2020) accentuates that its research is still in its infancy stage even though it is viewed as a prominent approach in which leadership can be defined. Such postulations by Sabir (2020) on research on ethical leadership being in its infancy are congruent with several other scholars, including Alishahi et al (2021); Katranci et al (2015); Liu and Yin (2023); (Mansur et al, 2020); and Pansiri et al (2021) who mourn the limited literature being recorded globally on the former vis-à-vis educational leadership. Along these, Chik (2020) places emphasis on the need for further research in the field of ethical leadership in relation to educational leadership.…”

“…Notably, du Plessis (2014) warns us of the prevalence and damaging impact of corruption in South African education and other unethical leadership practices endangering the country's social, economic, and political future. Despite its damning impact, sadly, a shortage of literature on ethical leadership in school leadership is recorded in international, African, and local literature (Alishahi et al, 2021;Katranci et al, 2015;Liu & Yin, 2023;Mansur et al, 2020;Pansiri et al, 2021).…”

“…The study is also intended to uncover what the participating principals regard as the causes of unethical leadership practices among school principals. Current scholarship is not silent on this topic; some empirical evidence from DeMatthews and Serafini (2021); Mthiyane and Mudadigwa (2021); Pansiri et al (2021); Snow et al (2021); Somantri and Sardin (2017); and Vikaram et al (2020) suggest that some school principals enact unethical leadership in their leadership as school leaders. The study further seeks to solicit how school principals enact ethical leadership practices in a complex school environment, characterised by multiple stakeholder participation.…”

“…Drawing from studies conducted in Europe, Asia, Latin America, and Africa, a shortage of empirical literature is noted in relation to school principals' enactment of ethical leadership during times of accountability, considering the complexities, dilemmas and dynamics associated with schools as open organisations (Alishahi et al, 2021;Katranci et al, 2015;Liu & Yin, 2023;Mansur et al, 2020;Pansiri et al, 2021). A huge gap which warrants further investigation has been identified from this phenomenon.…”

Importance of Professionalism and Work Ethics in Agricultural Education in Botswana: Pre- and Post-Independence

“…According to Paschal (2023) teacher education plays an important role in the teaching and learning process because the profession of teaching is realized as the mother of all the other professions that are proven to happen in the universe (p. 82). According to Pansiri et al (2021) generally, schools were supposed to be a safe place for learners but as found in their study unethical conduct in the education system in Botswana is heightened by lack of an Africanized ethical code of conduct for educators and double-dipping by the public officers. A study conducted by Bagwasi (2018) which traced the history of the education of Botswana from pre-independence to present has looked at among others policies that have influenced its development in relation to the western education system.…”