Ethical Leadership Development Research Articles

An Examination of The Link Between Business Ethics and Corporate Governance Principles of Smes in Kwazulu Natal, South Africa: Application of Shareholder Theory

This study examines the relationship between business ethics and corporate governance principles in small and medium-sized enterprises (SMEs) in the KwaZulu Natal region of South Africa. It aims to understand how ethical behavior and practices within SMEs can promote good corporate governance, using the framework of shareholder theory. The study employs a quantitative research design, collecting data from a sample of 217 active SMEs through a close-ended questionnaire. The data is analysed using statistical methods, including chi-square tests, Spearman ranked correlation coefficient, and regression analysis. The results indicate a significant positive correlation between business ethics and corporate governance in SMEs, emphasizing the importance of ethical conduct in maximising shareholder value while considering broader ethical implications. Based on the findings, several recommendations are provided. SMEs should prioritise the development of robust ethical frameworks, promote a culture of integrity and accountability, and invest in ethical leadership development. Collaboration and knowledge-sharing among SMEs can facilitate the adoption of ethical practices. Policymakers and regulatory bodies should recognise the significance of business ethics and corporate governance in SMEs and provide support and incentives for their implementation.

A Review of Chief Executive Officer Behavioral Aspects and Company Performance in Indonesia Literature

his study aims to comprehend the aspects of CEO personality and behavior on company performance in Indonesia. This study uses a Systematic Literature Review (SLR), which involves an in-depth analysis of relevant literature topics. This study found that CEOs who hold ethical leadership and are committed to the principles of good governance tend to create a work environment that is transparent and with integrity. A work culture that values honesty and accountability motivate employees, increases shareholder trust, and contributes to the company's growth. Ethical leadership, integrity, and commitment to the principles of good corporate governance are considered to have a positive impact on company performance. Besides that, less ethical and self-interest-oriented behavior can have a negative impact. However, CEO behavior that is less ethical, authoritarian, or overly self-interest-oriented can have negative repercussions, including manipulation of financial statements and conflicts of interest. We concluded that the CEO has a significant role in influencing the performance of companies in Indonesia. The development of ethical leadership, integrity, and commitment to the principles of good corporate governance are key to achieving sustainable corporate performance. The role of a responsible and integrity CEO establishes a work culture oriented towards honesty, transparency, sustainable performance and long-term success of companies in Indonesia.

The Development of Ethical Leadership Development Model of School Administrators Under the Office of Primary Education Service Area

This research aimed to create a model for developing ethical leadership for school administrators under the Office of Primary Education Service Area through identifying the model components, examining both the current and the desirable conditions, and determining needs priorities for development. Five key components of ethical leadership for the school administrators are trust, responsibility, respect, citizenship, and fairness. The current conditions were found to be at high levels overall, whereas the desirable condition and needs for development were at the highest level, with the needs priorities listed as follows: (1) fairness, (2) citizenship, (3) responsibility, (4) respect and (5) trust, respectively. The developed model was determined, assessed, and affirmed by seven experts fully qualified in the field as the most suitable, feasible and useful.

Can resilience promote calling among Chinese nurses in intensive care units during the COVID-19 pandemic? The mediating role of thriving at work and moderating role of ethical leadership.

BackgroundNurses working in the intensive care unit (ICU) clung tenaciously to their job during the COVID-19 pandemic in spite of enduring stressed psychological and physical effects as a result of providing nursing care for the infected patients, which indicates that they possessed a high degree of professionalism and career calling. The aim of this study was to explain the associations between resilience, thriving at work, and ethical leadership influencing the calling of ICU nurses.MethodsFrom December 2020 to January 2021 during the COVID-19 pandemic, a cross-sectional survey of 15 provinces in China was conducted using an online questionnaire. A total of 340 ICU nurses (effective response rate: 64.89%) completed sufficient responses to be used in the study. Sociodemographic factors, job demographic factors, resilience, calling, thriving at work, and ethical leadership were assessed using the questionnaire. General linear modeling (GLM), hierarchical linear regression (HLR) analysis, and generalized additive model (GAM) were performed to examine all the considered research hypotheses.ResultsResilience was positively and significantly associated with calling. Moreover, thriving at work partially mediated the relationship between resilience and calling. The indirect effect of resilience on calling was 0.204 (p < 0.0001), and the direct effect of resilience on calling through thriving at work was 0.215 (p < 0.0001). The total effect of resilience on calling was 0.419 (p < 0.0001). In addition, ethical leadership played a moderating role in the relationship between resilience and calling (β = 0.16, p < 0.05).ConclusionGreater resilience can positively predict increased calling among Chinese ICU nurses during the COVID-19 pandemic. Moreover, thriving at work is a mechanism that partly transmits the positive effects of resilience on calling. Overall, nurses possessing greater resilience tend to maintain thriving at work in the face of such adversity, further resulting in subsequently increased calling. Besides, findings suggest that there is stronger influence of resilience on calling among nurses working in an organization managed by an ethical leader. The current findings may offer two insights for nursing practitioners and policymakers in the postpandemic world. First, resilience training and intervention are necessary to foster nurses' sense of thriving at work in the nursing industry, further promoting career calling. Second, better training and effort on the development of ethical leadership for leaders in nursing practice are essential to encourage followers to engage in social learning of ethical behaviors and abiding by normatively appropriate conduct, further enacting prosocial values and expressing moral emotions.

Why 4-Year College Graduates are Not Reflecting the Best Ethical and Moral Leadership Behavior

In today's complex and ever-changing world, ethical and moral leadership is crucial for the development and progress of society. However, it has become increasingly evident that many 4-year college graduates are not reflecting the best ethical and moral leadership behavior. This article explores the reasons behind this phenomenon, including the shortcomings of the traditional college education system, the influence of external factors, and the lack of emphasis on character development. The conventional college education system often prioritizes technical skills over ethical development, leading to a gap in ethical leadership abilities among graduates. Moreover, external influences such as cultural and societal norms, media, and corporate impact on education can shape individuals' values and behaviors, potentially undermining ethical leadership qualities. Additionally, the limited exposure to real-world ethical challenges during college further hinders the development of ethical decision-making skills and moral reasoning abilities. To address these issues, the need for comprehensive reform in the college education system. This includes incorporating ethics education and character development programs into the curriculum, providing experiential learning opportunities that expose students to real-world ethical dilemmas, and promoting ethical role modeling and mentorship. Institutions should evaluate and assess the effectiveness of their ethical leadership development initiatives to ensure continuous improvement. The article also suggested strengthening ethical leadership development, equipping individuals with the necessary skills, knowledge, and values to navigate complex ethical challenges. This, in turn, will contribute to cultivating a new generation of ethical leaders who inspire trust, promote integrity, and foster a more honest and morally conscious world.

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”

PurposeThe purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.Design/methodology/approachThis exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.FindingsThe data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.Originality/valueThis study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.

Becoming a Thai National Female Leader on a Successful Path: A Case Study of Major General Lady Asanee Saovapap

This study aimed to examine women's life history and work on a successful Thai national leader. Method: An autobiographical research was designed. The data was derived from the self-history and related people; in all, 29 key informants were divided into 5 groups for individual interviews, using a different set of questions during 2019-2020. The empirical data's trustworthiness was thoroughly checked for reliability, and content analysis was used combined with life story work. Result: She was born before World War II. When her family broke up, she ran away to study in a nursing school during the ensuing political turbulence. Good morals, love of learning, and Buddhist religious faith were integrated into perseverance for work. She was promoted from nurse sergeant to major female general. By overcoming the glass ceiling glass of feminist obstacles, she held several important positions in local, national, and international organizations, rendering benefits and justice for underprivileged groups and royal project missions. Her inspiration stemming from the Buddhist essence guided her in promoting love, faith, and hope in praxis to benefit Thai society: Nation, Religion, and Royalty. Her authentic, ethical leadership identity through a successful path is recommended for promising ways to promote society's ethical leadership development.

A NEW CONCEPTUAL MODEL: Integrating Ethical Leadership into the Assess, Challenge and Support (ACS) Model of Leader Development

Our paper discusses the need for continued focus on ethical leadership and the importance and benefits of ethical leadership development. We propose integrating ethical leadership development, that uses cognitive development theory, into the Center for Creative Leadership’s Assess, Challenge, and Support (ACS) leader development model to help address the continued failures of ethical leader development. Our extended framework includes values and morals as a component of the model, and ethical organizational culture as its backdrop, thereby incorporating an examination of ethical leadership into each component of the ACS model. We conclude with practical implications and suggestions for future research.

Ethical Leadership Development: Effects of Spiritual Practices and Intercultural Sensitivity

Although ethical leadership has been recognized as a critical factor in the long-term success of organizations, extant literature provides limited insight into how ethical leadership is developed. To advance the understanding of ethical leadership development, I investigated the effects of spiritual practices on ethical leadership and the moderating effects of intercultural sensitivity on the relationship between spiritual practices and ethical leadership. Through a survey-based study of 103 leader-peer/follower dyads, I found that there were significant effects of gratitude practice, a sub-type of spiritual practices, on two sub-factors of ethical leadership: people orientation and fairness. In addition, I found that there were four significant quadratic relationships between spiritual practices and some of the sub-factors of ethical leadership. Also, intercultural sensitivity moderated a quadratic relationship. I discuss a plausible explanation for the quadratic relationships based on the concept of a workplace spirituality continuum. I also offer implications for future research and practice.

Requirements for developing ethical leaderships in Vietnam

Challenges associated with leadership practices are rapidly increasing, thereby assigning more qualities to leaders. One of the recent theoretical issues that interest many scholars is ethical leadership development, using industrial revolution 4.0. This method does not only follow the traditional leadership styles, rather it is associated with universal qualities such as respect, service, fairness, honesty, and responsibility. For communities, increasing assertions is one of the essential foundations used to help leaders influence their subordinates' actions. This means that ethical leadership is the motto of the spirit of service leadership, especially for Vietnam leaders, a country with a strong transformation from a planned economy to a socialist-oriented market. Therefore, leadership values need to be adjusted, supplemented, and developed to keep up with the Industrial Revolution's requirements 4.0.

Pulling Back the Curtain on Moral Reasoning and Ethical Leadership Development for K–12 School Leaders

Using the Defining Issues Test of moral reasoning, researchers gathered pre- and posttest data from educational leadership students ( N = 52) and confidence levels in enacting ethical school leadership, before and after completing a master’s degree program in educational leadership. On a 95-point scale, pretest, postconventional moral reasoning abilities were calculated at M = 33.57. Significantly higher posttest, postconventional moral reasoning ( M = 38.80) was determined. Respondent confidence levels in enacting ethical leadership also increased dramatically. Moral reasoning abilities measured far lower than would be expected compared with national norms of adults who had achieved similar levels of education in other professional areas.

The effect of development of ethical leadership on organizational adaptability capacity, education and training organization- case study: ILKHCHI city of Iran

The aim of this study is to examine the impact of ethical leadership on organizational adaptability capacity, the city therefore is education. For this purpose, the factors affecting organizational adaptability in five dimensions based on the individual's orientation, organizational justice, power sharing, ethical conduct, transparency and organizational integration is defined roles. The population of the study, employees of city is therefore, the number of 1407 people, therefore Cochran sampling formula was used to calculate the sample size, the sample includes an estimated 302 people and to select a sample of the statistical population stratified random sampling method is used. The data collected, the questionnaire whose validity and reliability, the samples were analyzed. To analyze the data collected from descriptive and inferential statistical methods were used. Thus, classifying, summarizing and interpreting the data, descriptive statistics and then determine the normality of the data by the Kolmogorov-Smirnov inferential statistics to test hypotheses, and linear regression was used to determine the effect of the test. The results indicate that the hypothesis was confirmed, indicating that the components of the individual's orientation, organizational justice, power sharing, moral guidance, role clarity and organizational integration of organizational adaptability 98 percent of changes in education is explained and the city ILKHCHI it has an effect. the results show that the attention is given to ethical leadership, organizational adaptability capacity increases in education Ilkhchi city. And findings with the findings of Golparvar, colleagues, Abbas-Zadeh and Bvdaqy is consistent.

Ethical leadership within law enforcement agencies: pedagogical and cultural challenges

Purpose Effective ethical leadership is crucial for law enforcement leaders. Ultimately the presence or absence of ethical leadership has significant implications for society. Yet Western law enforcement agencies (LEAs) invest little by way of time, effort or understanding into how law enforcement leaders interpret and develop a sense of ethical competence for leadership. This is a significantly under-researched area within law enforcement anywhere in the world. The purpose of this paper is to assess, measure and more fully understand how social constructivism, problem-based learning (PBL) and self-reflection assist front-line leaders to learn and internalise ethical reasoning for leadership within a law enforcement environment. Design/methodology/approach The research was designed to assess, measure and more fully understand how social constructivism, PBL and self-reflection assist front-line leaders to learn and internalise ethical reasoning for leadership within a law enforcement environment. Data were collected during a two-day ethical leadership workshop delivered to 13 leaders in supervisory positions from the Australian Border Force and the Australian Federal Police. The pedagogical approach was to blend PBL and self-reflection within a social constructivist centred learning experience and measure changes in the ethical efficacy of the research participants through qualitative and quantitative measures. Findings The research suggests that blending PBL and self-reflection within a social constructivist learning environment can contribute towards law enforcement leaders’ learning and internalising of ethical reasoning. This is demonstrated through the measurement of ethical efficacy both before and after the learning experience, with particular growth evident towards understanding ethical perspectives and concepts. Research limitations/implications Limitations include the fact that results cannot be generalised due to the size of the case study. This is compounded by the fact that much of the data are self-reported and responses offered by the participants are subjective. As a result, much of the data were subject to the attitudes and personal perceptions of the participants thus making the information subjective. Aside from demonstrating an impactful learning approach, this research has highlighted that amongst contemporary Australian LEAs there has been little effort or progress towards finding meaningful and effective pathways to encourage or grow ethical efficacy. Practical implications Given challenges faced by LEAs, both Australian and international, the critical need for investment in learning for ethical leadership is both clear and emergent. Law enforcement ethical leadership learning cannot be satisfied through online learning and other cost-efficient means alone. A face-to-face problem-based and reflective learning environment that combines trust, tools and tension in equal measure offers promise for enhanced ethical efficacy. Achieving this requires significant investment in face-to-face learning utilising high-level facilitation skills. Social implications There is a deep and disturbing malaise within Australian LEAs in relation to ethical leadership development, exacerbated by the dearth of investment directed towards learning for front-line ethical leadership. Australian LEAs sit at the crossroads in relation to their application of ethical leadership learning. Given the recent challenges, if these agencies fail to fully engage with this opportunity, the cost will be unfortunately borne by all citizens. Originality/value The implication is a clear need to understand and establish the most effective way for law enforcement officers to grasp the importance of ethics and in doing so, learn ethical leadership. Understanding how law enforcement leaders interpret and develop a sense of ethical competence for leadership is a significantly under-researched area within adult learning and there is little evidence of similar effort within law enforcement anywhere in the world. The overarching objective of this research therefore was to identify pathways that strengthen and enhance ethical leadership as an enabler towards achieving just and corruption-free law enforcement services for the communities.

Engineering ethics education, ethical leadership, and Confucian ethics

Ethical leadership skills are crucial for professionally competent engineers working in a global context. This article explores the possibility of integrating a non-Western ethical tradition of Confucian ethics into the teaching of ethical leadership in engineering ethics. First comes a brief discussion of the historical origins of Confucianism and its persistence in contemporary Chinese culture. Second is a conceptualization of the major aspects of Confucian ethical leadership including moral power, role modeling, and meritocratic ethical leadership, introducing a prevalent approach to developing ethical leadership in the Confucian tradition: self-cultivation. The practice of self-cultivation often includes three interrelated processes: observation, reflection, and practice. The Confucian development of ethical leadership goes through four different moral psychological stages: beginner, developing learner, junzi, and sage. Finally, I discuss potential implications of the Confucian understanding of ethical leadership for teaching engineering ethics.

Characteristics of an ethical leader: A qualitative content analysis of Iranian nurses' experiences

Introduction: Leaders' personal characteristics help followers understand them as an ethical leader and increase their attractiveness and credibility as a functional role model. The objective of this study was to identify the characteristics of an ethical leader from Iranian nurses' points of view. Methods: This was a qualitative study based on conventional content analysis, in 2015. Data were collected using deep and semistructured interviews with 17 Iranian nurses. The participants were chosen using purposive sampling until data saturation. For data analysis, MAXQDA 10 software was used based on the conventional content analysis. Findings: The findings emerged as four main categories and 13 subcategories. The categories consist of personal characteristics and professional, leadership, and ethical capabilities. Personal characteristics consist of personal attributes and adherence to religious beliefs. Professional capability consists of interest in the profession, scientific ability, law-abidingness, and dutifulness. Leadership capability consists of charismatic features, effectiveness, and ability to manage emotions and behaviors. Ethical capability consists of moralism, altruism, ethical sensitivity, and ethical courage. Conclusion: Findings of this study help promote characteristics of ethical leaders in nursing, development of an ethical leadership, and ultimately promotion of quality of nursing care.

Moral Intuition and Ethical Leadership Development: A New Perspective

Ethical leadership has become a major theme in organizational research. However, research on ethical leadership development approaches is relatively scarce and there is an ongoing debate surroundin...

Ethical Leadership Development as Care of the Self

This essay addresses the care of the self as an important aspect in the development of educational leaders. It draws upon Michel Foucault’s analysis of power and its relationship to his understanding of ethics as a practice one cultivates and takes on in the interests of leadership development. Foucault’s work in these areas is timely for graduate school educators and others who work with aspiring leaders. Leadership in schools operates within a tightly organized web of surveillance where individual personhood and agency is constantly challenged and where compliance to regulatory systems looms. Leadership educators need to embrace educational leadership as an ethical enterprise encompassing both personal and professional development. They need to be intentional in their work with their students about opening up spaces for reflection and dialogue about how care of the self informs and supports their development as leaders.

Coaching and Ethical Leadership: A Competence Executive Coaching Model for the Development of Ethical Leadership

Coaching and Ethical Leadership: A Competence Executive Coaching Model for the Development of Ethical Leadership

Values-based Learning: A Multi-level Approach to Ethical Leadership Development

The paper aims to provide empirical evidence towards the ongoing research and debate on the nature of motivation and values that might impact ethical leadership. This paper presents the outcomes of a study that examines the relationship between personal values, consistency of actions and ethical leadership development, using cross-sectional, longitudinal data from a leadership course. Data were collected from 32 postgraduate students at the beginning and end of the semester, testing for pre- and post-leadership intervention effects. In the pre-test, values such as integrity, honesty, trust, self-confidence and transparency were evident. Interventions, including personal reflection, formative learning and action research, had their impact on the way participants thought of ethical leadership, values and personal motivations. The results indicate that particular values that evolved post-test included trust, respect, integrity, self-awareness and responsibility, with empathy, honesty, respect, vision and responsibility remaining consistent throughout the study. These results are in contrast to some prior research in this area, including personal values, leader’s actions and organizational values congruence. Our findings argue that multi-perspective, scaffolded learning is associated with significant levels of leadership reflection and self-awareness. Leaders with higher levels of reflection and self-awareness have significantly higher levels of motivation towards ethical behaviours that are generated from values.

Are Transformational Leadership and Ethical Leadership Two Sides of the Same Coin?

Given the increased importance the development of ethical leadership in the contemporary organizations, understanding factors that affect followers’ perceptions of their leaders to be ethical makes...