School Heads’ Ethical Leadership and Teachers' Self-Efficacy and Motivation
This study examines the relationship between ethical leadership and teacher self-efficacy and motivation. The research involved a sample group of 60 classroom teachers, and data was collected using the Ethical Leadership Scale, Teacher Self-efficacy Scale, and Teacher Motivation Questionnaire. The reliability of these instruments was established, with Cronbach’s alpha values of 0.87, 0.9, and 0.86, respectively. The findings of the study revealed a significant correlation between ethical leadership and teacher self-efficacy in general. However, when investigating specific aspects of self-efficacy, it was observed that ethical leadership was primarily associated with student engagement and classroom management, but not instructional strategies. This suggests that ethical leadership may have a greater impact on certain dimensions of teacher self-efficacy than others. Furthermore, the results demonstrated a significant relationship between ethical leadership and teacher motivation. This implies that teachers who perceive their leaders as ethical are more likely to be motivated in their work. Ethical leadership may play a crucial role in fostering a positive work environment and enhancing teacher motivation. Findings have implications for school administrators and policymakers, emphasizing the significance of promoting ethical leadership behaviors to support and empower teachers in their professional development and enhance overall educational outcomes.