Core values of ethical leaders in South African schools

Abstract

In the research reported on here we explored teachers’ understanding of what they perceived as core values of ethical leadership in education. Using qualitative research within an interpretivist design, data were collected through semi-structured interviews with teachers and school management team (SMT) members and analysed using Tesch’s coding method. The theoretical underpinnings of the paper are grounded in 3 distinct ethics of care, justice and critique. The findings cannot be generalised since the results highlighted in this article only report on those applicable to this small qualitative sample. The main themes that emerged from the findings included the participants’ understanding of 3 core values of ethical leadership. They emphasised trust, respect and transparency as vital components of ethical leadership. Recommendations include more training and research for secondary school teachers who are not well equipped with the knowledge, skills and tools to approach the needs of disenfranchised and disadvantaged learners at their schools. A more nuanced understanding of transparency in schools, policy and practices is needed.