Ethical leadership and school effectiveness: The mediating roles of affective commitment and job satisfaction

Ayşe Negi̇ş Işik

doi:10.17583/ijelm.2020.4114

Abstract

This study examines how ethical leadership influences school effectiveness via the mediating role of affective commitment and job satisfaction. For this purpose, 306 teachers completed measures of ethical leadership, affective commitment, job satisfaction, and school effectiveness. The results supported the hypothesized positive links of ethical leadership to affective commitment, job satisfaction, and school effectiveness. The results also revealed that work attitudes (i.e., affective commitment and job satisfaction) partially mediated the relationship between ethical leadership and school effectiveness, indicating both direct and indirect effects of ethical leadership on school effectiveness. In light of these findings, a number of recommendations were given for further research, specifically regarding school administrative research and applications.

Highlights

This study examines how ethical leadership influences school effectiveness via the mediating role of affective commitment and job satisfaction
The results revealed that work attitudes partially mediated the relationship between ethical leadership and school effectiveness, indicating both direct and indirect effects of ethical leadership on school effectiveness
The current study sought to examine the relationship between ethical leadership and school effectiveness as well as the mediating roles of job satisfaction and affective commitment on this relationship

Summary

Introduction

This study examines how ethical leadership influences school effectiveness via the mediating role of affective commitment and job satisfaction. As a result of their studies on senior executives, they concluded that ethical leaders demonstrate both transformational and transactional leadership styles Based on this conclusion, ethical leadership has two dimensions as moral person and moral manager. Strong moral managers perceive themselves as role models in the workplace (Brown and Mitchell, 2010) They draw attention to ethics by their own ethical behaviour, set and communicate ethical standards, and use rewards and punishments to induce their employees to obey these standards. Individuals can learn by indirectly observing others’ behaviours and the outcomes of these behaviours On this basis, ethical leaders can affect followers by both being a model of the appropriate behaviours and using rewards for positive behaviours and punishment for negative behaviours (Treviño and Brown, 2005)

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Conclusion