Effective ethical leadership practices in a context of turbulence and multiple deprivations

Abstract

In this empirical paper, I discuss effective ethical leadership (EL) practices in four Zimbabwean high schools in the context of turbulence and multiple deprivations. This paper resulted from understanding the dynamics school leaders face while attempting to incorporate EL in a Zimbabwean context marred by turbulence and multiple deprivations due to intermittent political and economic turmoil. This contributes to filling a gap in the literature on ethical leadership practices in challenging contexts. The paper is couched in the multiple ethical paradigm (MEP) theory based on four paradigms: ethics of care, justice, critique, and professionalism. Four Zimbabwean high schools were purposively selected for the qualitative study that employed semi-structured interviews to collect data. A total of 20 purposively selected participants from the four high schools, comprising four principals, four heads of department, and 12 teachers, were interviewed for the study. It was evident from the study's findings through thematic analysis that communication of ethical leadership values, demonstrating ubuntu (such as honesty, being fair and principled), caring and fair treatment of others and holding subordinates accountable for their behaviour, provides effective ethical leadership. Conclusively, ethical leadership practices are evident and effective in a context of turbulence and multiple deprivations; hence, this context should not be used as an excuse for unethical leadership practices. This study recommends strengthening ethical leadership training focusing on ubuntu in schools due to the direct impact of ethical leadership on accountability.