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Influence of Ethical Leadership Practices on Teacher Work Engagement at High

Performing Secondary Schools: A Case Study

Article  in  Journal of Advanced Research in Dynamical and Control Systems · October 2018

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Jour of Adv Research in Dynamical & Control Systems, Vol. 10, 12-Special Issue, 2018

Influence of Ethical Leadership Practices on

Teacher Work Engagement at High
Performing Secondary Schools: A Case
Study
a
Sharmini Siva Vikaraman, bAzlin Norhaini Mansor, bMohd Izham Mohd Hamzah, bKhadijah Abdul Razak
a
English Language Teaching Centre Malaysia, Kuala Lumpur, Malaysia
b
Department of Educational Leadership and Policy, Faculty of Education,
Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia

Abstract -In the digitalised working world towards the 4th Industrial Revolutionized era, the area of valuing human
resource, employee well-being and welfare; and occupational health needs deeper attention. School leadership of the
21st century face continuous challenges in sustaining school performance that demands high human resource
contribution yet failing to address issues pertaining to human relation thus effecting their work engagement. Teachers
are facing severe burnout symptoms, lack of passion and losing interest in classroom teaching. The purpose of this
study is to identify the influence of ethical leadership (EL) practices by school leaders on teachers work engagement
(WE) dimensions as perceived by teachers involving two distinguished high performing secondary schools in a district
in Malaysia. Ethical leadership being a value-based leadership style may serve as an alternative to many other modern
leadership practices. Findings showed that both schools have moderate to high EL and teacher work engagement
levels, whereby integrity and concern for sustainability were the highest contributing EL dimensions. On the other
hand, role clarification was one of the highest contributing EL dimension in both schools. This study confirmed that
ethical leadership in practice enables positive work engagement which lead to school high performance. Act of
integrity and being fair eventually promoted positive work engagement behaviours and quality performance in their
teaching. The data collected further may guide school leaders in focusing on value-based leadership practices and
behaviour that results in positive work engagement and eventually leading to greater organisational commitment.
Keywords---Ethical Leadership, Work Engagement, High Performing School, Value-Based Leadership, Work
Commitment.

I. Introduction

The role of a principal in the aim of quality management and administration has always been complex and
challenging; even more at present with the pressure of globalisation, rapid changes in the education system and labour
needs. At such a situation, their role must be appropriate in line with current issues in schools, what is needed in
general by the education departments and national policies in large.

The principal is highly demanded to build trust as the manager of education in schools, be competent, innovative
and possess high moral standards [10]. In the midst of setting their (principal) roles and practices right to fulfil higher
orders and expectations; there occurs situations where teachers’ welfare are neglected, decisions are made hastily,
promises are unfulfilled, becomes authoritative, loses integrity, develops power “crazy” attitudes, ignores human
relation, focusses more on school management and chases for promotion.

This quantitative research was embarked in the aim of incorporating a value-based leadership (VBL) style that
would support work place behaviour, decision making and actions. Engelbrect et.al. [11] listed several VBL styles –
transformational, authentic, spiritual and ethical leadership to be effective in particularly building trust in leaders. This
in turn affects their employee work pattern [9] that could be an alternative to modern leadership styles commonly
practiced. Copeland [6] stated VBL behaviours rooted in ethical and moral foundations and; found to be more people
orientated and emphasised on moral sensitivity towards employees. Johnson [16] adds that VBL focuses on strong
positive values that guide leader’s actions and behaviour as their leadership styles have a deep effect on work
commitments. Value-based leaders also concentrated on employing core values and viewed them as principles that
guided the behaviour and action of the members of the organization. VBL helped establishing a climate conducive to
effective teaching-and-learning practices and building of trust as principals constantly face issues of dishonesty [28].

*Corresponding Author: Azlin Norhaini Mansor

Article History: Received: July 15, 2018, Revised: August 10, 2018, Accepted: September 04, 2018
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Jour of Adv Research in Dynamical & Control Systems, Vol. 10, 12-Special Issue, 2018

Sibamba [25] shared findings of a study conducted by Greatplacetowork.com (2016) on how successful organisations
created a high trust environment by; (a) involving employees in key decisions that directly impact their work, (b)
seeking employee’s ideas and opinions, (c) appreciating excellent performance and extra effort, and (d) recognising
that mistakes are part of doing business. The study shared factors contributing to positive workplace attitude and
conducive working conditions (in a bank) as leader’s capability in building trust through their leadership practices
such as being skilful, competent, honest and fair.
The understanding of value-based leadership style brought about the need to address an alternative leadership
style and curb the issues related in this study. Therefore, this study investigates the influence of a value-based
leadership style, namely ethical leadership that formerly brought about positive impact in non-school [11.1]
environments on work engagement. This study will investigate the level of ethical leadership practiced and the
capacity of influence on developing teacher work engagement in two high performing secondary schools in the district
of Seremban located in the state of Negeri Sembilan, Malaysia.

Background
Previous research shares limited results on the relationship between ethical leadership and work engagement in
the Malaysian school context. However, a study in South Africa by Engelbrect, Helne and Mahembe [11.2], presented
a model showing the relationship between ethical leadership, trust and work engagement. The research in a private
company setting showed positive relationship using the structural equation modeling. Similarly, Obicci [21],
investigated the effects of ethical leadership on employee performance in the public sector in Uganda. The survey
results showed that ethical leadership greatly influenced employee performance. Schaufeli and Bakker [24] stated that
highlighting leadership’s role in influencing the performance of their employees is significant because leadership
facilitates and motivates the performance of every employee in a positive or negative manner. Another study by Amoo
and Singh [19], confirmed that leader’s leadership behaviour and employee’s work engagement are two of the most
crucial factors responsible for business success. The study also mentions that the leader’s leadership behavior
considerably influences employee’s work engagement in any type of organization.

Principal’s management skills ensures the success of a school undoubtfully as it highly impacts teacher work
commitments and co-operativeness [2; 7; 14] . Principal’s integrity and moral sensitivity are key traits questioned
when issues arise pertaining to school funding, teacher appraisals, work distribution and decision making in large. The
two schools selected for this study are categorised as high performing schools and was believed to share findings that
would address the issues being discussed. The study intends to identify an alternative leadership style (ethical
leadership) that gave importance to human relation and behaviour in the work place for better work engagement,
commitment and school success.

High performing schools are defined as “schools that have ethos, character and a unique identity in all aspects of
education. They have a tradition of high performance work culture that develops national human capital in a holistic
and sustainable manner, who are competitive in the international arena. They are the preferred choice of school among
the public” (MOE, 2018). Based on this definition, it was considered highly that these schools will set positive
benchmarks for leaders of other schools to follow in the aim of improving teacher work engagement. Compared to
many other states in Malaysia, Negeri Sembilan seem to have a fair outcome in its teacher quality and student
performance. To date, academic performance and teacher professional development work concurrently but lacks
empirical data sharing value-based (leadership strategies or work place behaviour) measures applied by school
principals.

Ethical Leadership (EL)

On a social learning perspective, Brown et.al [5] defined ethical leadership as

“the demonstration of normatively appropriate conduct through personal actions and interpersonal relationships, an
the promotion of such conduct to followers through two‐way communication, reinforcement and decision making”.
In other words EL is a practice of leading in terms of being character building focused, integrity, ethically aware, team
interest orientated, being unselfish and truthful, civil minded and takes heavy responsibility of ones words working
concurrently with actions [4; 5; 18; 8] made understand EL as a situational leadership whereby leaders use their social
power to be morally inclined managers and individuals. In 2007, Dr. Bill Grace, the founder of Centre for Ethical
Leadership developed the EL 4-V Model (Figure 1) that comprehended the entire concept of EL. The 4-V represents
Values, Vision, Voice, and Virtue - features that help to create a strong ethical leader.

*Corresponding Author: Azlin Norhaini Mansor

Article History: Received: July 15, 2018, Revised: August 10, 2018, Accepted: September 04, 2018
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Jour of Adv Research in Dynamical & Control Systems, Vol. 10, 12-Special Issue, 2018

This case study explored the Ethical Leadership at Workplace (ELW) dimensions namely - people orientation,
fairness, power sharing, concern for sustainability, ethical guidance, role clarification, and integrity [17]. The seven
dimensions in the ELW was adopted and adapted to be functional into the school context for principal and teachers.
The first dimension is people orientation which emphasizes the relationship between the principal and teachers through
his or her two-way communication skills, building trust, showing care for teachers’ welfare and making fair decisions.
Second is fairness whereby principals are fair-minded when handling issues pertaining to teachers work
responsibilities, decision making, mistakes or problems, misunderstandings and providing the space. Third is power
sharing whereby principals empower teachers to contribute in critical decision-making processes and freely seeks
guidance from teachers, delegates challenging tasks equally and provides opportunity for all the teachers to plan their
goals. Fourth is concern for sustainability which highlights on principals having concern towards providing a healthy
and friendly environment to work. Fifth is ethical guidance which encourages principals to explain work ethics and
code of conducts expected at the school. Sixth is role clarification whereby the principal clarifies the roles and
performance expectations of each teacher. The principal also clearly explains each teacher’s responsibilities and what
is anticipated from working groups. The seventh dimension is integrity which demands principals to hold on to their
promises. Principals should be relied upon their actions and words; and trusted to do the things they have said.

Work Engagement
Schaufeli and Bakker [24] defined work engagement as “Engagement is a positive, fulfilling, work-related state
of mind that is characterized by vigor, dedication, and absorption…engagement refers to a more persistent and
pervasive affective-cognitive state…”. In simple terms, work engagement means being totally committed and
productive to work in all positive manner towards bringing the best result. Bakker and Evangelia [3] positioned work
engagement in a study as a positive organisational behaviour construct . Esty and Gewirtz [12] developed a model
that increased employee engagement and defined work engagement as feeling fully involved and enthusiastic about
their jobs and their organizations.

This study explored Teacher Work Engagement dimensions namely – vigor, dedication and absorption [24].
Vigor refers to having high level of energy, strength, motivation, perseverance, preparedness and mental resilient
continuously at workplace. Dedication refers to being devoted in one's work and experiencing a sense fulfilment,
satisfied and challanged. Absorption refers to being focused and deeply occupied in one’s work (not realising the time
passing by) and finds it difficult to detach from that work.

Problem Statement

The OECD Teaching and Learning International Survey [27] shared several findings that motivated this study.
The executive summary highlighted some issues pertaining to teacher job satisfaction and school leader roles to be
inter significant. In Malaysia, teachers were reported facing - teacher burnout, demotivation, passionless and high
teacher job demands; leaving lesser time for classroom teaching. On the other hand, principals are focusing more on
administrative tasks, instructional leadership style and are satisfied with their jobs. Therefore, school leaders better
known as principals in Malaysia, were urged in various platforms to focus more on increasing teacher job satisfaction
through appropriate leadership practices that promotes better teacher work performance, student achievement and
overall school quality.

Leaders who are aware of this phenomenon are now finding approaches into practicing more value-based
leadership (VBL) qualities when handling people – like in schools to achieve desired organisational goals. This study
focuses on identifying the practice of ethical leadership in 2 high performing secondary schools. The impact of ethical
leadership on work engagement and commitments are also under-researched [19] and limited in Malaysia (Ponnu &
Tennakoon, 2009) though it has been given “considerable attention” in the past decade [13]. According to Resick et.al
[23], little has been explored in the field of ethical leadership and its contribution across culture and context.
*Corresponding Author: Azlin Norhaini Mansor
Article History: Received: July 15, 2018, Revised: August 10, 2018, Accepted: September 04, 2018
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Jour of Adv Research in Dynamical & Control Systems, Vol. 10, 12-Special Issue, 2018

Research Aim and Questions

This case study aims at presenting empirical data on the influence of ethical leadership practices on teacher work
engagement in two high performing schools based on the research questions below:

a. What is the level of ethical leadership practices and each of the dimensions as perceived by teachers?
b. What is the level of work engagement and each of the dimensions as perceived by teachers?
c. What is the correlation and the dimensions of ethical leadership that significantly influences work
engagement?
II. Methodology
This study investigates and explores the relationship between teacher perceptions of ethical leadership practices
and teacher work engagement in 2 high performing secondary schools. Ethical leadership practices among principal
acts as the independent variable and work engagement acts as the dependent variable. The dimensions of each variable
are illustrated in Figure 2.

ETHICAL LEADERSHIP WORK ENGAGEMENT

• people orientation, • vigor

• fairness, • dedication
• power sharing, • absorption
• concern for sustainability,
• ethical guidance,
• role clarification,
• integrity

Figure 2: Research Conceptual Model

Research Design
This is a cross-sectional survey study took up the design of a case study procedure which involved two high
performing schools from Seremban, a district in the state of Negeri Sembilan, Malaysia. The two schools are selected
purposively on the basis of being benchmarks for other schools, being hypothesized that EL are practiced in highly
effective schools which cause positive influence on teachers work engagement. Questionnaires were randomly
distributed to 40 teachers in each school, collected and analyzed descriptively based on the research questions.

School A is classified as a premier school and belong in the cluster school of excellence. A missionary school
historically, the school is located at the urban side of the city. The school has an enrolment of 1230 students and 120
teachers. To maintain its reputation, principal of this school is selected base on his excellent service and wide
experience. Being an experienced principal with a sound background of leading many schools before this, he is very
dedicated towards his work and pays attention to student’s performances due to the trust and accountability the public
has on this school. Students’ enrolment is selected based on their academic results, controlled by the state Education
Department.

School B is a boarding school classified as a high-performance school and in the cluster school of excellence,
located at the rural side of the state. This school is a federal-funded Islamic Religious secondary boarding school. The
school has an enrolment of 800 students and 73 teachers. Similar to school A, the principals and students are selected
on the basis of their experiences and excellent academic performance.

Instrument
This research utilised two types of questionnaires that were combined and adapted into one. The instrument
chosen was adapted and developed based on Ethical Leadership at Workplace (ELW) questionnaire [17] and re-named
as Ethical Leadership at Workplace Scale. The ethical leadership behaviour dimensions are categorised as fairness,
power sharing, role clarification, people orientation, integrity, ethical guidance and concern for sustainability were
measured by a total of 38 items. For the Work Engagement (WE) questionnaire, the instrument chosen was adapted
and adopted from Schaufeli & Bakker [24] and re-named as Teacher Work Engagement Scale. The WE questionnaire
has 17 items categorised in three dimensions - vigor, dedication and absorption. Both questionnaires were given full
permission by authors to be used in this study and future researches. The instruments were validated by four experts

*Corresponding Author: Azlin Norhaini Mansor

Article History: Received: July 15, 2018, Revised: August 10, 2018, Accepted: September 04, 2018
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Jour of Adv Research in Dynamical & Control Systems, Vol. 10, 12-Special Issue, 2018

before this case study commenced. The instruments were strongly reliable with Cronbach Alpha values of 0.965 and
0.951 respectively.

Data Collection
A total of 40 questionnaires were distributed to each school personally by the researcher via the principal’s
consent. Prior to this, formal approval was given by the State Education Department for the study to take off. The
counsellors were assigned to select the teachers randomly to participate in this study. School A had a return rate of 36
and School B had 30. Descriptive statistics such as mean (M) and standard deviation (SD) was analysed using the
Statistical Package for Social Sciences (SPSS) for Window Version 22.0. The mean score interpretation is analysed
using the interpretation developed by Nunnally and Berstein (1994) – Refer Table 1. This study interprets the
coefficient, r value based on Cohen (1988) – Refer Table 2. The measurement scale used in this study is a 5-point
Likert scale categorised into three groups.

Table 1 Mean Score Interpretation

Mean Score Interpretation
1.00 to 2.00 Low
2.01 to 3.00 Moderately Low
3.01 to 4.00 Moderately High
4.01 to 5.00 High

Table 2 Correlation Coefficient Value Interpretation

Correlation Coefficient (r) Interpretation
±0.01 to ±0.29 Low positive /Low negative
±0.30 to ±0.49 Moderate positive /Moderate negative
±0.50 to ±1.00 High positive /High negative

III. Findings

The level of ethical leadership practices and each of the dimensions as perceived by teachers

The level of ethical leadership (EL) practiced and each of the dimensions between both high performing secondary
school principals are shown in Table 3 and Table 4 respectively. The level of ethical leadership practiced by Principal
A is high (mean=4.0431) and Principal B is moderately high (mean=3.9105). The highest EL dimension practiced by
Principal A and Principal B is ethical guidance with a mean of 4.3016 and 4.0857 respectively.

Table 3: Level Ethical leadership practices at School A and School B

A (N=36) B(N=30)
Mean Interpretation SD Mean Interpretation SD
Ethical Leadership
4.0431 High .4843 3.9105 Moderately High .4473

Table 4: Level of Ethical Leadership Dimensions at School A and School B

A(N=36) B(N=30)
Mean Interpretation SD Mean Interpretation SD
People Orientation 4.0714 High .61326 4.0000 High .45640
Fairness 3.6435 Moderately High .65241 3.7278 Moderately High .55963
Power Sharing 3.9167 Moderately High .56132 3.9667 Moderately High .48225
Concern for Sustainability 4.2315 High .44236 3.8889 Moderately High .44060
Ethical Guidance 4.3016 High .54722 4.0857 High .58674
Role Clarification 4.1167 High .52016 3.7133 Moderately High .61180
Integrity 4.0920 High .75422 3.9000 Moderately High .53980

The level of work engagement and each of the of the dimensions as perceived by teachers
The level of work engagement (WE) practiced and each of the dimensions between both high performing
secondary school principals are shown in Table 5 and Table 6 respectively. The level of teacher work engagement in

*Corresponding Author: Azlin Norhaini Mansor

Article History: Received: July 15, 2018, Revised: August 10, 2018, Accepted: September 04, 2018
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Jour of Adv Research in Dynamical & Control Systems, Vol. 10, 12-Special Issue, 2018

School A is high (mean=4.049) and Principal B is moderately high (3.9039). The highest WE dimension in School A
and B is dedication with mean 4.3111 and 4.2400 respectively.

Table 5: Level of work engagement in School A and School B

A (N=36) B(N=30)
Mean Interpretation SD Mean Interpretation SD
Work Engagement
4.049 High .43557 3.9039 Moderately High 0.3571

Table 6: Level of work engagement Dimensions in School A and School B

A(N= 36) B(N=30)
Mean Interpretation SD Mean Interpretation SD
Vigor 3.9259 Moderately High .60480 3.8556 Moderately High .51739
Dedication 4.3111 High .50471 4.2400 High .47387
Absorption 3.9537 Moderately High .48569 3.6722 Moderately High .39751

The correlation and dimensions of ethical leadership that significantly influences work engagement
The correlation between ethical leadership and teacher work engagement (Table 7) showed moderate to high
strength of relationship. School A had a moderately positive output (r=0.394, n=36, p<0.05). School B had a high
positive output (r=0.559, n=30, p<0.05). There is a statistically significant correlations (p < 0.05) between ethical
leadership and work engagement in both School A and B with p=0.018 and 0.001 respectively. Which means, when
ethical leadership practices increase, the level of work engagement also increases. Ethical leadership practices;
moderately to highly influences teacher work engagement in both schools.

Table 7: School A and School B

Work Engagement
N r P Strength of Relationship
Ethical Leadership
School A 36 0.394** 0.018 Moderate (Positive)
School B 30 0.559** 0.001 High (Positive)
**Correlation is significant at the 0.01 level

Based on importance, School A showed that the EL sub-construct, ‘concern for sustainability’ had the highest
impact (r=0.585), followed by ‘role clarification’ (r=0.511) and ‘ethical guidance’ (r=0.507) on teacher work
engagement. On the other hand, School B showed that the EL sub-construct, namely ‘integrity’ had the highest impact
(r=0.795), followed by ‘people orientation’ (r=0.580) and ‘role clarification’ (r=0.558). This shows that both School
A and B (Table 8) teachers gave importance to the need of role clarification as a necessary ethical leadership practice
for optimum work engagement.

Table 8: Correlation between work engagement and the sub-constructs of ethical leadership
Work Engagement Work Engagement
School A School B
Ethical Leadership r Strength of r Strength of
Relationship Relationship

People Orientation .279 Low Positive .580 High Positive

Fairness .082 Low Positive .277 Low Positive
Power Sharing .141 Low Positive .320 Moderate Positive
Concern for Sustainability .585** High Positive .368 Moderate Positive
Ethical Guidance .507** High Positive .457 Moderate Positive
Role Clarification .511** High Positive .558 High Positive
Integrity .398* Moderate Positive .795 High Positive
**. Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

IV. Discussion and Conclusion

*Corresponding Author: Azlin Norhaini Mansor

Article History: Received: July 15, 2018, Revised: August 10, 2018, Accepted: September 04, 2018
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 Jour of Adv Research in Dynamical & Control Systems, Vol. 10, 12-Special Issue, 2018

The purpose of this study is to identify the influence of ethical leadership (EL) practices by school leaders on
teachers work engagement (WE) dimensions as perceived by teachers involving two distinguished high performing
secondary schools in a district in Malaysia. Principals in both schools showed moderately high to high ethical
leadership practices, whilst teachers in both schools also displayed a moderately high to high teacher work
engagement. This gives the idea that principals of high performing schools have traces of ethical leadership practices
in their leadership style that promotes teacher work engagement.
Findings also shows that there is a moderately high to high correlation between ethical leadership and teacher
work engagement level, thus confirming that EL practices does have a positive influence towards teachers WE. The
findings further suggest the practice of a value-based leadership style could unravel concerns of handling issues
pertaining to teachers’ well-being, welfare and organisational work behaviour.
Formerly, researches using similar variables managed to show positive results in the context of business
associated organisations and private companies. There were lack of research showing the impact of ethical leadership
practices in schools. Therefore, this case study pioneering future studies, shares evidence that ethical leadership stands
a good chance in being an alternative leadership style to many other common modern leadership styles namely -
transformational, instructional and transactional. This result is consistent to the findings of Engelbrect, Helne and
Mahembe [11] and Ilham and Yaakob [15], who found that ethical leadership practices contributed greatly to the
development of trust in leader and work engagement.
Among the 7 dimensions of ethical leadership, the present study identified 3 dimensions to be strongly associated
towards teachers work engagement level – integrity, concern for sustainability and role clarification. Teachers in
general need principals who are trustworthy, keeps their promises, be relied on, explains teachers’ roles clearly, shares
expectations and goals openly; is morally sensitive and provides a healthy environment to work.
In conclusion, the result of the current study is a validation for the role a principal has to play by giving more
importance to teachers’ wellbeing through value-based leadership practices. Further research is inevitable involving
other types of schools to give a better and clearer scenario of this new type of leadership, and its suitability to be
practiced in the Malaysian context. Future researcher should also consider qualitative methodology to get in-depth
information on the how’s and also the challenges in practicing EL especially in educational institution.

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*Corresponding Author: Azlin Norhaini Mansor

Article History: Received: July 15, 2018, Revised: August 10, 2018, Accepted: September 04, 2018
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