A study on the effect of ethical leadership on teachers’ moral motivation at schools in Pakistan

PurposeThe purpose of this study was to examine the influence of ethical leadership on moral motivation of teachers in the schools of Pakistan.Design/methodology/approachScenario-based experimental design was used to collect data (N = 174 teachers) from 25 schools in the city of Islamabad. Participa...

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Bibliographic Details
Published in:International journal of educational management 2020-07, Vol.34 (6), p.965-985
Main Authors: Khan, Shazia Rehman, Bauman, David C, Javed, Uzma
Format: Article
Language:English
Subjects:
Decision making
Educational leadership
Elementary School Teachers
Employees
Ethics
Foreign Countries
Instructional Leadership
Leaders
Leadership Styles
Moral Values
Morality
Motivation
Principals
Private Schools
Rewards
Secondary School Teachers
Teacher Administrator Relationship
Teacher Attitudes
Teacher Motivation
Teachers
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Summary:PurposeThe purpose of this study was to examine the influence of ethical leadership on moral motivation of teachers in the schools of Pakistan.Design/methodology/approachScenario-based experimental design was used to collect data (N = 174 teachers) from 25 schools in the city of Islamabad. Participants included 156 females and 18 males aged 23–37 years. Ethical leadership was measured at both construct and component levels (moral person and moral manager).FindingsThe results found that the moral person component of ethical leadership style heightens the moral identity (internalization)-based moral motivation, while the moral manager component and ethical leadership at construct level style increases moral identity (symbolization)-based moral motivation. Interestingly, in the absence of reward, only the moral person component of ethical leadership style maintained participants’ moral motivation.Originality/valueThe originality of this study lies in highlighting the divergence in ethical leadership style at component level that explains the differences in moral motivation of the teachers.
ISSN:0951-354X
1758-6518
DOI:10.1108/IJEM-06-2019-0198